Sports, exercise and health science guide First assessment 2018
Sports, exercise and health science guide First assessment 2018
Diploma Programme Sports, exercise and health science guide
Published January 201 2016 6 Updated May 2016, February 2018, August 2018
Published by International Baccalaureate Organization 15 Route des Morillons 1218 Le Grand-Saconnex Geneva, Switzerland Represented by IB Publishing Ltd, Churchillplein 6, The Hague, 2517JW 2517JW The Netherlands © International Baccalaureate Organization 2016 The International Baccalaure Baccalaureate ate Organization Organ ization (known as the IB) of fers four f our high -qualit y and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety varie ty of sources in its work and checks che cks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at store.ibo.org. Email:
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are registered trademarks of the International Baccalaureate Organization.
tatementt IB mission sstatemen The International Baccalaureate aims to develop inquiring, knowledgeable knowle dgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes p rogrammes encourage students across the world to become active, compassionate and lifelong life long learners who understand that other people, with their differences, can also be right.
Contents
Introduction
1
Purpose of this document
1
The Diploma Programme
2
Nature of the subject
5
SEHS and the core
7
Aims
10
Assessment objectives
11
Assessment objectives in practice
12
Syllabus
14
Syllabus outline
14
Approaches to the teaching of SEHS Syllabus content—Core
15 21
Syllabus content—AHL
46
Syllabus content—Options
65
Assessment
104
Assessment in the Diploma Programme
104
Assessment outline—SL
106
Assessment outline—HL
107
External assessment
108
Internall assessme Interna assessment nt
110
The group 4 project
123
Appendices
128
Glossary of command terms
128 12 8
Bibliography
130
Sports, exercise and health science guide
Introduction
Purpose of this document
This publ icat ication ion is inten ded to guide g uide the plan planning ning,, teach t eaching ing and asses assessmen smentt of the subje ct in scho ols. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject. Thi s gui de can be fou nd on the subj ec ectt pag e of the onl online ine cur ric riculu ulum m cen centre tre (OCC ) at occ .ib o.or g, a password-protected IB website designed to support IB teachers. It can also be purchased from the IB store at store.ibo.org.
Additional resources Additional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the OCC. Past examination papers as well as markschemes can be purchased from the IB store. Teacher s are a re enco encourag uraged ed to chec c heckk the t he OCC f or addi addition tional al resou resources rces crea created ted or used by othe otherr teach t eachers. ers. Teachers can provide details of useful resources, for example, websites, books, videos, journals or teaching ideas.
Acknowledgment The IB wishes to thank the educators and associated schools for generously contributing contributing time and resources to the production of this guide.
First assessment 2018
Sports, exercise and health science guide
1
Introduction
The Diploma Diploma Progra Programme mme
The Diploma Dipl oma Programme Programm e is a rigorous pre -university course of study designed design ed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.
The Diploma Diploma Progr Programm amme e model The cours e is i s prese p resented nted as six acad academic emic areas encl osing a centr c entral al core (see fig figure ure 1). It enco encourag urages es the concurrent study of a broad range of academic areas. Students study two modern languages (or a modern language and a classical language), a humanities or social science subject, an experimental science, mathematics and one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further f urther at university.
Figure 1 Diploma Programme model 2
Sports, exercise and health science guide
The Diploma Programme Programme
Choosing the right combination Students are required to choose one subject from f rom each of the six academic acade mic areas, although they can, instead of an arts subject, choose two subjects from another area. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers.
The core core of the the Diploma Diploma Progr Programm amme e model All Diploma Programme students participate in the three course elements that make up the core of the model. Theor y of knowle dge (TOK ) is a cour se that th at is fundam entall entallyy about ab out critic c ritical al thinking th inking and inquir y into the process of knowing rather than about learning a specific body of knowledge. The TOK course examines the nature of knowledge and how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore questions about the construction of knowledge. The task of TOK is to emphasize connections between areas of shared knowledge and link them to personal knowledge in such a way that an individual becomes more aware of his or her own perspectives and how they might differ from others. Creativity, activity, service (CAS) is at the heart of the Diploma Programme. CAS enables students to live out the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provides students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. The three strands of CAS are: •
creativity—exploring and extending ideas leading to an original or interpretive product or creativity—exploring performance
•
activity—physical activity —physical exertion contributing to a healthy lifestyle
•
service —collaborative and reciprocal engagement with the community in response to an authentic service—collaborative need.
The extended e xtended essay, including the world studies extende e xtended d essay, offers off ers the opportun opportunity ity for f or IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. The area of research undertaken is chosen from one of the students’ six Diploma Programme subjects or, in the case of the interdisciplinary world studies essay, two subjects, and acquaints them with the independent research and writing skills expected expec ted at university. This leads to a major piece of formally presented, structured writing w riting in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or subjects chosen. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. An authentic learning experience, it provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.
Spor ts, exercise and health science guide
3
The Diploma Programme Programme
Approaches to teaching and learning Approaches to teaching and learning across the Diploma Programme refers to deliberate strategies, skills and attitudes that permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for the Diploma Programme assessment and beyond. The aims of approaches to teaching and learning in the Diploma Programme are to: •
empower teachers as teachers of learners as well as teachers of content
•
empower teachers to create clearer strategies for facilitating learning experien experiences ces in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking
•
promote both the aims of individual subjects (making them more than course aspirations aspirations)) and linking previously isolated knowledge (concurrency of learning)
•
encourage students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, and to help them not only obtain university admission through better grades but also prepare for success during tertiary education and beyond
•
enhance further the coherence and relevance of the students’ Diploma Programme experience
•
allow schools to identify the distinctive nature of an IB Diploma Programme education, with its blend of idealism and practicality.
Th e fi ve app roa ch The ches es to le learn arn ing (de (devel vel op oping ing thi nk nking ing sk skill ill s, so socia cia l ski lls , com mun ic icati ati on sk skill ill s, se selflfmanagement skills and research skills) along with the six approaches to teaching (teaching that is inquirybased, conceptually focused, contextualized, collaborative, differentiated and informed by assessment) encompass the key values and principles that underpin IB I B pedagogy.
Academic honesty Academic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. All coursework—including work submitted for assessment—is to be authentic, based on the student’s individual and original ideas with the ideas and work of others fully acknowledged. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects. For further information on academic honesty in the IB and the Diploma Programme, please consult the IB publications Acade Academic mic hones honesty ty , The Diploma Programme: From principles into practice and practice and General regulations: Diploma Programme. Programme. Specific information regarding academic honesty as it pertains to external and internal assessment components of this Diploma Programme subject subjec t can be found in this guide.
Learning Learni ng diversity and learning support require requirements ments Schools must ensure that equal access arrangements and reasonable adjustments are provided to candidates with learning support requirements that are in line with the IB documents Candidates with assessment access requirements and requirements and Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes. programmes.
4
Sports, exercise and health science guide
Introduction
Nature of the subject
Sports, exercise and health science Sports, exercise and health science (SEHS) is an experimental science that combines academic study with the acquisition of practical and investiga investigative tive skills. It is an applied science course within group 4, with aspects of biological and physical science being studied in the specific context contex t of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. Apart from being worthy of study in its own right, SEHS is a good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries. The at tainment of exce llence in spor ts is the result resu lt of innate ability ab ility or skill and the dedicate dedicated d pursuit pursui t of a programme of physical and mental training accompanied by appropriate nutrition. Training programme design should not be left to chance. Rather, it should be designed thoughtfully and analytically after careful consideration of the physiological, biomechanical and psychological demands of the activity. This is the role of the knowledge sports and exercise scientist who, regardless of the athletic event, should equipped with the necessary to be able to perform this task competently. Furthermore, inbe a world where many millions of people are physically inactive and afflicted by chronic disease and ill health, the sports and exercise scientist should be equally proficient when prescribing exercise for the promotion of health and well-being. Scientific inquiry, conducted over many decades, has accumulated a vast amount of information across a range of sub-disciplines that contribute to our understanding of health and human performance in relation to sports and exercise. The Diploma Programme course in sports, exercise and health science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles. The course cours e incorporates incorpo rates the traditional disciplines of anatomy and an d physiology, physiolog y, biomechanics, biomechanic s, psychology psychol ogy and nutrition, which are studied in the context of sports, exercise and health. Students will cover a range of core and option topics, and carry out practical (experimental) investigations investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimension and ethics by considering sports, exercise and health relative to the individual and in a global context. At the school level, both theory and practical work should be undertaken by all students. They should complement one another naturally, as they do in wider scientific study. The Diploma Programme SEHS course allows students to develop practical skills and techniques, and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills and digital technology skills, which are essential in 21st-century scientific endeavour and are important lifeenhancing, transferable skills in their own right. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study SEHS as their major subject in higher education and those who do not.
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5
Nature of the subject
Distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of this guide. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study additional higher level (AHL) material as well as HL topics within the options. The distinction between SL and HL is one of breadth and depth.
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Sports, exercise and health science guide
Introduction
SEHS and the core
SEHS and theory of knowledge The theory of knowledge (TOK) course (first assessment 2015) 2015) engages students in reflection reflec tion on the nature of knowledge and on how we know what we claim to know. The course identifies eight ways of knowing: reason, emotion, language, sense perception, intuition, imagination, faith and memory. Students explore these means of producing knowledge within the context of various areas of knowledge: the natural sciences, the social sciences, the arts, ethics, history, mathematics, religious knowledge systems and indigenous knowledge systems. The course also requires students to make comparisons between the different areas of knowledge, reflecting on how knowledge is arrived at in the various disciplines, what the disciplines have in common, and the differences between them. TOK les son sonss can sup por t stu den ts in the ir stu dy of sci enc ence, e, jus justt as the stu dy of sci enc ence e can sup suppo port rt students in their TOK course. TOK provides a space for students to engage in stimulating wider discussions about questions such as what it means for a discipline to be a science, or whether there should be ethical constraints on the pursuit of scientific knowledge. It also provides an opportunity for students to reflect on the methodologies of science, and how these compare to the methodologies of other areas of knowledge. It is now widely accepted that there is no one scientific method, in the strict Popperian sense. Instead, the sciences utilize a variety of approaches in order to produce explanations for the behaviour of the natural world. The different scientific disciplines share a common focus on utilizing inductive and deductive reasoning, on the importance of evidence, and so on. Students are encouraged to compare and contrast these methods with the methods found in, for example, the arts or in history. In this way there are rich opportunities for students to make links between their science and TOK courses. One way in which science teachers can help students to make these links to TOK is by drawing students’ attention to knowledge questions that arise from their subject content. Knowledge questions are openended questions about knowledge, and include questions such as the following. •
How do we distinguish science from pseudoscience?
•
When performing experiments, what is the relationsh relationship ip between a scientist’s expectation and their perception?
•
How does scientific knowledge progress?
•
What is the role of imagination and intuition in the sciences?
•
What are the similarities and differences in methods in the natural sciences and the human sciences?
Examples of relevant knowledge questions are provided throughout this guide within the sub-topics in the syllabus content. Teachers can also find suggestions of interesting knowledge questions for discussion in the “Areas of knowledge” and “Knowledge framework” sections of the Theory of knowledge guide. guide . Students should be encouraged to raise and discuss such knowledge questions in both their science and TOK classes.
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SEHS and the core
SEHS and CAS There are strong links between SEHS and CAS that both teachers and and students can explore. In SEHS students actively engage with issues related to exercise and health that can naturally lead into CAS experiences. All three strands of CAS can be incorporated into experiences that relate to SEHS within local, national and global communities. Examples of these strands include: •
creating a campaign to encourage healthy eating in the school canteen
•
regularly taking part in sports, either as a competitive athlete/team member, or participating regularly in a fitness activity working towards a given health or fitness objective
•
working alongside a community organization as a coach, mentor or facilitator to provide sporting opportunities for children in the local community.
Science and international-mindedness Science itself is an international endeavour—the exchange of information and ideas across national boundaries has been essential to the progress of science. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. Indeed, the idea that science is a Western invention is a myth—many of the foundations of modern-day science were laid many centuries before by Arabic, Indian and Chinese civilizations, among others. Teachers are encouraged to emphasize this contribution in their teaching of various topics, perhaps through the use of timeline websites. The scientific method in its widest sense, with its emphasis on peer review, open-mindedness and freedom of thought, transcends politics, religion, gender and nationality. Where appropriate within certain topics, the syllabus sy llabus details sections in the group 4 guides contain links illustrating the international aspects of science. At an organizational level, many international bodies now exist to promote science. United Nations bodies such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO), where science plays a prominent part, are well known. In addition, there are hundreds of international bodies representing every branch of science. In the area of sports, organizations such as the International Olympic Committee (IOC), the International Paralympic Committee (IPC), the International Council of Sport Science and Physical Education (ICSSPE) and the World Anti-Doping Agency (WADA) specifically promote global understanding of issues relating to sports and health. The resources required for large-scale research in, for example, the Human Genome Project or the abuse of performance-enhancing substances are expensive, and only joint ventures involving funding from many countries allow this to take place. The data from such research is shared by scientists worldwide. Group 4 teachers and students are encouraged to access the extensive websites and databases of these international scientific organizations to enhance their appreciation of the international dimension. Increasingly there is a recognition that many scientific problems are international in nature and this has led to a global approach to research in many areas. The work of the World Health Organization (WHO) in eradicating smallpox is a prime example of this. On a practical level, the group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration between schools across the regions. The power of scientif sc ientif ic k nowle nowledge dge to transform tra nsform socie societies ties is unp aralle aralleled. led. It has h as the th e potential p otential to produce pr oduce great universal benefits, or to reinforce inequalities and cause harm to people and the environment. In line
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Sports, exercise and health science guide
SEHS and the core
with the IB mission statement, group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies. Students’ attention should be drawn to sections of the syllabus with links to international-mindedness. Examples of issues relating to international-mindedness are given within sub-topics in the syllabus content. Teachers could also also use resources found on the teacher resource exchange.
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Introduction
Aims
Through studying stu dying any of the group 4 subjects, students should sho uld become becom e aware of how scientist s work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterizes each of the subjects within group 4. It is in this context that the Diploma Programme sports, exercise and health science course should aim to: 1.
appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
2.
acquire a body of knowledge, methods and techniques that characterize science and technology
3.
apply and use a body of knowledge, methods and techniques that characterize science and technology
4.
develop an ability to analyse, evaluate and synthesize scientific information
5.
develop a critical critical awareness awareness of of the need for, for, and the value value of, of, effective collaboration collaboration and communication during scientific activities
6.
develop experimental and investigative scientific skills skills including the use of current technologies
7.
develop and apply 21 21st-century st-century communication skills in the study of science
8.
become critically aware, as global citizens, of the ethical implications of using science and technology
9.
develop an appreciation of the possibilities and limitations of science and technology
10.. 10
develop an understanding understanding of the relationships relationships between scientific disciplines and their influence on other areas of knowledge.
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Sports, exercise and health science guide
Introduction
Assessment objectives
The assess assessment ment obje objecti ctives ves for all group 4 subjec su bjec ts ref reflec lec t th ose par parts ts of the t he aims that will be assess ed. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of science. It is the intention of the Diploma Programme sports exercise and health science course that students achieve the following objectives. 1.
2.
3.
4.
Demonstrate knowledge and understanding of: a.
facts, concepts and terminology
b.
methodologies and techniques
c.
communicating scientific information.
Apply: a.
facts, concepts and terminology
b.
methodologies and techniques
c.
methods of communicating scientific information.
Formulate, analyse and evaluate: a.
hypotheses, research questions and predictions
b.
methodologies and techniques
c.
primary and secondary data
d.
scientific explanations.
Demonstrate the appropriate research, experimental and personal skills necessary to carry out insightful and ethical investigations.
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Introduction
Assessment objectives in practice prac tice
SL Component
Overall weighting (%)
Approximate weighting of objectives (%) 1–2
3
Paper 1
20
20
0
Paper 2
35
17.5
17.5
Dura Du rati tio on
Form rmat at and sy syllla labu buss coverage
45 minutes
30 multiple-choice questions on the core syllabus
1 hour 15 minutes
Section A: one data-based question and several shortanswer questions on the core (all compulsory) Section B: one extendedresponse question on the core (from a choice of three)
Paper 3
25
Internal assessment
20
12
12.5
12.5
Covers objectives 1, 2, 3 and 4
1 hour
Several shor t-answer questions (all compulsory) in each of the two options studied
10 hou hours
Individual in investigation
Sports, exercise and health science guide
Assessment objectives in practice
HL Component
Overall weighting (%)
Approximate weighting of objectives (%) 1–2
3
Paper 1
20
20
0
Paper 2
35
17.5
17.5
Durrat Du atiion
Form rma at and and sy syllla labu buss coverage
1 hour
40 multiple-choice questions (±15 common to SL plus about 5 more on the core and about 20 more on the AHL)
2 hours 15 minutes
Section A: one data-based question and several shortanswer questions on the core and AHL topics (all compulsory) Section B: two extendedresponse questions on the core and AHL (from a choice of four)
Paper 3
25
Internal Assessment
20
12.5
12.5
Covers objectives 1, 2, 3 and 4
1 hour 15 minutes
Several short-answer and extended-response questions (all compulsory) in each of the two options studied
10 hou hours
Individual inv investigation
In addition to addressing objectives 1, 2 and 3, the internal assessment scheme (overall weighting 20%) addresses objective 4.
Classification of command terms Key command terms are used in the syllabus content under the “Assessment statement” column, as described in the “Structure of the syllabus” section, to indicate the depth of understanding that is required of students. These are classified classifi ed below according to the assessment objectives (AOs). •
AO1 Demonstrate knowledge and understanding
•
AO2 Apply
•
AO3 Formulate, analyse and evaluate
There is a progression in demand from AO1 AO1 to AO3. Students Students must also be familiar with the command terms to understand the depth of treatment required in examination questions. A command term used in an examination question will either be from the same classification as specified in the “Assessment statement” column or a less demanding command term. For example, if the command term in the assessment statement is “outline”, and is classified as AO2, an examination question could contain the command term “outline”. Alternatively, another command term such as “describe”, which is also classified as AO2, could be used, or one associated with AO1, such as “state”. The allocation of marks in examination questions also reflects this classification of the assessment objectives.
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Syllabus
Syllabus outline
Syllabus component
Teaching hours SL
Core
HL
80
There are six compulsory topics in the core. 1.
Anatomy
7
2.
Exercise physiology
17
3.
Energy systems
13
4.
Movement analysis
15
5.
Skill in sports
15
6.
Measurement and evaluation of human performance
13
Additional higher level
50
There are seven additional topics for higher level. 7.
Furtherr anatomy Furthe
7
8.
The endocrine system
7
9.
Fatigue
6
10.
Friction and drag
8
11.
Skill acquisit acquisition ion and analysis
9
12.
Genetics and athletic performance
7
13.. 13
Exercise and immunity
6
Options
30
50
Practical work
40
60
Total teaching hours
150
240
There are four options. Students are required to study any any two options. A.
Optimizing physiological performance
B.
Psychology of sports
C.
Physical activity and health
D.
Nutrition for sports, exercise and health
The recommended teaching time is 240 hours to complete HL courses and 15 150 0 hours to complete complete SL courses as stated in the document General regulations: Diploma Programme (page 6 article 8.2).
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Sports, exercise and health science guide
Syllabus
Approaches to the teaching of SEHS
There are a variety of approaches app roaches to the teaching of SEHS. By its it s very nature, SEHS lends l ends itself to a practical approach, and it is expected that this will be reflected throughout the course. The order in which w hich the sylla syllabus bus is arrang a rranged ed is not not the the order in which it should be taught, and it is up to individual teachers to decide on an arrangement that suits their circumstances. Sections of the option material may be taught within the core or the additional higher level (AHL) material if desired, or the option material can be taught as separate units.
Engaging Engag ing with sensitiv sensitive e topics As part of the SEHS course, students will be required to think about, and evaluate, their own lifestyle choices, and to engage with those of others. There are frequent opportunities for debate of ethical issues relating to sports, ranging from the healthy eating choices of individuals to inclusive sports policies in elite competitions. Students and teachers may therefore encounter conflict between their own values and beliefs in relation to health, and those of others. There may well be situations where social and cultural pressures impact on an individual’s understanding of health issues, and discussing such pressures could even influence their lifestyle choices in a positive or negative way. Teachers are advised to respond to these issues in a sensitive way.
Prior learning Past experience shows that students will be able to study a group 4 science subject at SL successfully with no background in, or previous knowledge of, science. Their approach to learning, characterized by the IB learner profile attributes, will be significant here. However, for most students considering the study of a group 4 subject at HL, while there is no intention to restrict access to group 4 subjects, some previous exposure to formal science education would be necessary. Specific topic details are not specified but students who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent national science qualification or a school-based science course would be well prepared for an HL subject.
Links to the Middle Years Programme Students who have undertaken the MYP science, design and mathematics courses will be well prepared for group 4 subjects. The alignment between MYP science and DP group 4 courses allows for a smooth transition for students between programmes. Scientific inquiry is central to teaching and learning science in the MYP. It enables students to develop a way of thinking and a set of skills and processes that, while allowing them to acquire and use knowledge, equip them with the capabilities to tackle, with confidence, the internal assessment component of group 4 subjects. The vision of MYP sciences is to contribute to the development of students as 21 21st-century st-century learners.
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Approaches to the teaching of SEHS
A holistic sciences programme allows students to develop and utilize a mixture of cognitive abilities, social skills, personal motivation, conceptual knowledge and problem-solving competencies within an inquirybased learning environment (Rhoton 2010). Inquiry aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate relevant issues through both research and experimentation. This forms a firm base of scientific understanding with deep conceptual roots for students entering group 4 courses. In the MYP, teachers make decisions about student achievement using their professional judgment, guided by criteria that are public, precise and k nown in advance, ensuring that assessment is transparent. The IB describes this approach as “criterion-related”—a philosophy of assessment that is neither ne ither “norm-referenced” (where students must be compared to each other and to an expected distribution of achievement) nor “criterion-referenced” (where students must master all strands of specific criteria at lower achievement levels before they can be considered to have achieved the next level). It is important to emphasize that the single most important aim of MYP assessment (consistent with the Primary Years Programme and DP) is to support curricular goals and encourage appropriate student learning. Assessments are based upon evaluating course aims and objectives and, therefore, effe ctive teaching to the course requirements also ensures effective teaching for formal assessment requirements. Students need to understand what the assessment expectations, standards and practices prac tices are, and these should all be introduced early and naturally in teaching, as well as in class and homework activities. Experience with criterion-related assessment greatly assists students entering group 4 courses with understanding internal assessment requirements. MYP science is a concept-driven curriculum, aimed at helping the learner construct meaning through improved critical thinking and the transfer of knowledge. At the top level are key concepts, which are broad, organizing, powerful ideas that have relevance within the science course but also transcend it, having relevance in other subject groups. These key concepts facilitate both disciplinary and interdisciplinary learning as well as making connections with other subjects. While the key concepts provide breadth, the related concepts in MYP science add depth to the programme. The related concept can be considered to be the big idea of the unit that brings focus and depth, and leads students towards the conceptual understanding. Across the MYP, MYP, there are 16 key concepts, with the three highlighted below as the focus for MYP science.
The key concepts across the MYP curriculum Aesthetics
Change
Communication
Communities
Connections
Creativit y
Culture
Development
Form
Global interactions
Identit y
Logic
Perspective
Relationships
Systems
Time, place and space
MYP students may in addition undertake an optional on-screen concept-based assessment as further preparation for DP science courses.
Curriculum model A common curriculum model applies to all the DP group 4 subjects. (There are some differences in this model for design technology and these arise from the design project, which is a unique feature of this subject.) Students study a core syllabus, and this is supplemented by the study of options. Students at SL are required to spend 40 hours on practical/investigative work. This T his includes 10 hours for the group 4 project.
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Sports, exercise and health science guide
Approaches to the teaching of SEHS
SL group 4 curriculum model SL
Total teaching hours
Theor y
150 110
Core
80
Options
30
Practical work
40 Investigations
20
Group 4 project
10
Individual Investigation (IA)
10
HL group 4 curriculum model HL
Total teaching hours
Theor y
240 180
Core
130
Options
50
Practical work
60 Investigations
40
Group 4 project
10
Individual investigation (IA)
10
Structure Stru cture of the syllabus Note: The order in which Note: The w hich the syllabus content is presented is not intended to represent the order in which it should be taught.
The structure is as follows.
Topics or options Topics are numbered and options are indicated by a letter (for example, “Topic “Topic 5: Skill Skill in sports” or “Option D: Nutrition for sports, exercise and health”).
Spor ts, exercise and health science guide
17
Approaches to the teaching of SEHS
Sub-topics Sub-topics are numbered and the estimated teaching time required to cover the material is indicated (for example, “3.1 Nutrition (4 hours)”). These times are for guidance only and do not include time for practical/ investigative work.
Assessment statements Assessment statements (AS), which are numbered, are expressed e xpressed in terms of the outcomes that are expected exp ected of students at the end of the course (for example, “2.1.2 Outline the functions of the conducting airways”). These are intended intende d to prescribe to examiners what can be assessed by means of the writ ten examinations. Each one is classified as assessment objective 1, 2 or 3 according to the command terms used (see the “Glossary of command terms” section). The assessment objective levels are relevant for the examinations and for balance within the syllabus, while the command terms indicate the depth of treatment required for a given assessment statement. It is important that students are made aware of the meanings of the command terms because these will be used in examination questions. (When the command term “define” is used, the word(s) or phrase to be defined is in italics. When the command term “distinguish” is used, the terms or concepts to be distinguished are also in italics.) it alics.)
Teacher’s notes Teacher’s notes, notes , which whi ch are include included d alongside alon gside some assessment a ssessment stateme statements, nts, provide furth further er guidance gui dance to teachers. They may also suggest sug gest ideas for the promotion of aim 7, aim 8, aim 9, TOK and the international dimension (Int). Topic or option Sub-topic
Teacher’s notes notes
Assessment statement Objective
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Sports, exercise and health science guide
Approaches to the teaching of SEHS
Further guidance Use of information and communication technology In accordance with aim 7, 7, the use of information and communication technology (ICT ) is strongly encouraged throughout the course in both practical and theory work.
Practical work An essential aspect of the course is hands-on work in the laboratory and/or out in the field. The syllabus not only directly requires the use of field techniques, but many components can only be covered effectively through this approach. Practical work in this subject is an opportunity to gain and develop skills and techniques beyond the requirements of the assessment model and should be fully integrated with the teaching of the course.
Mathematical requirements All DP sports, exercise and health science students should be able to: •
perform the basic arithmetic functions: addition, subtraction, multiplication and division
•
carry out simple calculations involving means, decimals, fractions, percentages, ratios, approximations, reciprocals and scaling
•
use scientific notation (for example, 3.6 × 106)
•
use direct and inverse proportion
•
represent and interpret frequency data data in the form of bar charts, column graphs and histograms, and interpret pie charts
•
determine the mode and median of a set of data, calculate and analyse standard deviation
•
select statistical tests appropriate for the analysis of particular data and interpret the results
•
plot and interpret graphs (with suitable scales and axes) involving two variables variables that show linear or non-linear relationships
•
plot and interpret scattergr scattergrams ams to identif identifyy a correlation betwe between en two variables, and appreciate that the existence of a correlation does not establish a causal relationship
•
recognize and use the relationships between length, surface area and volume.
Teac T eacher her support support mater material ialss A variety of teacher support materials will accompany this guide. These materials will include guidance for teachers on the introduction, planning and marking of the internal assessment, and specimen examination papers and markschemes.
The online curriculum centre All teachers of the SEHS course are strongly encouraged to access the online curriculum centre (OCC) at regular intervals. The OCC is a website on which all teachers can post inquiries, present examples of good practice, ask for advice and access exemplar materials. The content of the “Sports, exercise and health science forum” on the OCC is provided by SEHS teachers for SEHS teachers.
Spor ts, exercise and health science guide
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Approaches to the teaching of SEHS
The IB learner profile The SEHS syll syllabus abus is closel c loselyy linked li nked to the th e IB I B le arner prof profile. ile. By f ollowi ollowing ng the syll syllabus, abus, stude students nts will have addressed the attributes of the IB learner profile. For example, the requirements of the internal assessment provide opportunities for students to develop every aspect of the profile. For each attribute of the learner profile, a number of examples selected from the SEHS syllabus are given below.
Learne Lea rnerr pro profil file e attr attribu ibute te
Sports, Spo rts, exe exerci rcise se and hea health lth sci scienc ence e syl syllab labus us
Inquirers
Content: Core, AHL and options Practical work and internal assessment
Knowledgeable
Content: Int links Practical work and internal assessment: group 4 project projec t
Thinkers
Content: TOK links Practical work and internal assessment
Communicators
Written ma material: Ex Extended re responses and in investigations Practical work and internal assessment
Principled
Content: Core, AHL and options (for example, Option A.3, D.4), Aim 8 Ethical behaviour/practice (Ethical (Ethical practice poster , Animal experimentation policy ), ), consideration of ethical implications, authenticity
Open-minded
Content: Aim 8, Aim 9, Int, TOK link s Practical work and internal assessment: group 4 project projec t Evaluate sources of scientific information in terms of reliability, bias, relevance and accuracy
Caring
Content: Aim 8 Practical work and internal assessment Ethical behaviour/practice (Ethical (Ethical practice poster , Animal experimentation policy ), ), consideration of ethical implications
Risk-takers
Practical work and internal assessment: group 4 project
Balanced
This course par ticularly encourages this attribute of the IB learner profile, promoting the importance of intellectual and physical balance to achieve personal well-being. Content: Core, AHL and options Practical work and internal assessment
Ref lective
Practical work and internal assessment: group 4 project
The prac tical work, work , ICT IC T and the th e learner learne r profile profil e taken together form the basis for pedagogy p edagogy recommended for the course. Using technology for practical hands-on activities in the laboratory and the field is the dominant delivery method and process for teaching and learning.
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Sports, exercise and health science guide
Syllabus
Syllabus content—Core
Topic T opic 1: 1: Anatom Anatomyy (7 hours hours)) 1.1 The skeletal system 4 hours
1.1.1
Assessment statement
Obj
Disting ngu uish anatomica callly between the axial and and appendicular skeleton. skeleton.
2
Teacher ’s notes Axial sk Axial skel elet eton on:: lim limit it to th the e sku skull ll,, rib ribs, s, st ster ernu num m and and vertebral column consisting of cervical—7 cervical —7 bones; thoracic—12 thoracic— 12 bones; lumbar—5 bones; sacral—5 bones (fused as 1); coccyx—4 bones (fused as 1). Appendicular skeleton: limit to the pectoral girdle (scapulae and clavicles), humerus, radius, ulna, carpals, metacarpals, phalanges, pelvic girdle (ilium, ischium and pubis), femur, patella, tibia, fibula, tarsals, metatarsals and phalanges.
1.1.2
Distinguish between the axial and and appendicular skeleton in terms of function.
2
Consid Cons ider er th the e an anat atom omic ical al fu func ncti tion onss at atta tach chme ment nt,, protection, movement and support.
1.1.3
State the four types of bone.
1
Limit to long, short, flat and irregular.
1.1.4
Draw and annotate the structure of a long bone.
2
Limit to:
Spor ts, exercise and health science guide
•
epiphysis
•
spongy bone
•
articular cartilage
• •
diaphysis compact bone
•
bone marrow
•
marrow cavity
•
blood vessel
•
periosteum.
21 21
Syllabus content—Core
Assessment statement 1.1.5
Apply anatomical terminology to the location of bones.
Obj 2
Teacher ’s notes Limit to: •
inferior
•
superior
•
proximal
• •
distal medial
•
lateral
•
posterior
•
anterior.
Limit to the bones listed in the axial and appendicular skeleton (see 1.1.1). Assume anatomical position. 1.1.6
Outline the funct ctiions of connective tissue.
2
Limi Li mitt to ca cart rtil ilag age, e, li liga game men nt an and d ten endo don. n.
1.1.7
Define the term joint .
1
A joint occurs where two or more bones ar ticulate.
1.1.8
Distinguish between the different types of joint in relation to movement permitted.
2
Limi Li mitt to to fib fibro rous us,, car carti tila lagi gino nous us an and d syn synov ovia iall joi joint nts. s.
1.1.9
Outline the features of a synovial joint.
2
Limit to:
1.1.10
22
List the di List diff ffer eren entt ty type pess of synovial joint.
1
•
articular cartilage
•
synovial membrane
•
synovial fluid
•
bursae
•
meniscus
•
ligaments
•
articular capsule.
Consid Cons ider er hi hing nge, e, ba ball ll an and d soc socke ket, t, co cond ndyl yloi oid, d, pi pivo vot, t, gliding and saddle.
Sports, exercise and health science guide
Syllabus content—Core
1.2 The muscular system 3 hours Assessment statement 1. 2.1
Outline the general characteristics common to
Obj 2
muscle tissue.
Teacher ’s notes Limit to: •
contractility
•
extensibility
•
elasticity
•
atrophy
•
hypertrophy
•
controlled by nerve stimuli and fed by capillaries.
1. 2. 2. 2
Distinguish between the different types of muscle.
2
Incclude smo In smoo oth, ca cardiac an and sk skel elet eta al.
1. 2. 2. 3
Annotate th the st struct ctu ure of of skeletal muscle.
2
Limit to:
1. 2.4
Define the terms origin origin and and insertion of insertion of muscles.
1
•
epimysium
•
perimysium
• •
endomysium muscle fibre
•
myofibril
•
sarcomere
•
actin
•
myosin.
Origiin: th Orig the e att attac ach hme ment nt of a mu musc scle le ten endo don n to to a stationary bone. Insertion: the attachment of a muscle tendon to a moveable bone.
Spor ts, exercise and health science guide
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Syllabus content—Core
Assessment statement 1. 2. 2. 5
Identif y the location of skeletal muscles in various regions of the body.
Obj 2
Teacher ’s notes Include the muscles from: •
•
24
the anterior –
deltoid
–
pectoralis
–
iliopsoas
–
sar torius
–
quadriceps
–
femori femo riss (re (rect ctu us fem femor oris is,, vas vastu tuss intermedialis, vastus medialis, vastus lateralis)
–
tibialis anterior
–
abdominus rectus
–
external ob obliques
–
biceps brachii
the posterior – trapezius –
triceps br brachii
–
latissimus do dorsi
–
gluteus maximus
–
hamst ham stri ring ngss (b (bic icep epss fe femo mori ris, s, semitendinosus, semimembranosus)
–
gastrocnemius
–
soleus
–
erector spinae.
Sports, exercise and health science guide
Syllabus content—Core
Topic T opic 2: 2: Exercise Exercise phys physiology iology (1 (17 hours) hours) 2.1 2. 1 Structure and function of the ventilatory system 5 hours Aim 7: There 7: There are numerous technologies used to facilitate direct measurement in respiratory research (for example, spirometer, online gas analysis). Assessment statement 2.1.1
List the principal st struct ctu ures of the ventilatory system.
Obj 1
Teacher ’s notes •
Nose
•
Mouth
•
Pharynx
•
Larynx
•
Trachea
•
Bronchi
•
Bronchioles
•
Lungs
•
Alveoli.
Cross reference to 1.2.2. 2.1.2
2.1.3
Outline the fu fun nct ctio ion ns of the conducting airways.
Define the terms pulmonary ventilation, total lung capacity ventilation, (TLC),, vital capacity (VC), (TLC) (VC), tidal volume (TV), (TV), expiratory reserve volume (ERV), (ERV), inspiratory reserve volume (IRV) and (IRV) and residual volume (RV). (RV).
2
1
Limit to: •
low resistance pathway for airflow
•
defence against chemicals and other harmful substances that are inhaled
•
warming and moistening the air.
Pulmon Pulm ona ary ven venti tila lati tion on:: inf inflo low w and and out utfl flo ow of of air between the atmosphere and the lungs (also called breathing). Total lung capacity: volume of air in the lungs after a maximum inhalation. Vital capacity: maximum volume of air that can be exhaled after a maximum inhalation. Tidal volume: volume of air breathed in and out in any one breath. Expiratory reserve volume: volume of air in excess of tidal volume that can be exhaled forcibly. Inspiratory reserve volume: additional inspired air over and above tidal volume. Residual volume: volume of air still contained in the lungs after a maximal exhalation.
Spor ts, exercise and health science guide
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Syllabus content—Core
Assessment statement
Obj
Teacher ’s notes
2.1.4
Explain the mechanics of Exp ventilation in the human lungs.
3
Includ Incl ude e the the ac acti tion onss of of the the di dia aph phra ragm gm an and d the the intercostal muscles, and the relationship between volume and pressure. Students should be aware that accessory muscles are also important during strenuous exercise.
2.1.5
Describe ner vous and chemical control of ventilation during exercise.
2
Limitt to Limi to ven venti tila lati tion on in incr crea ease sess as as a di dire rect ct re resu sult lt of increases in blood acidity levels (low pH) due to increased carbon dioxide content of the blood detected by the respiratory centre. This results in an increase in the rate and depth of ventilation. Neural control of ventilation includes lung stretch receptors, muscle proprioreceptors and chemoreceptors. The role of H+ ions and reference to partial pressure of oxygen are not required.
2.1.6
Outline the role of hemoglobin in oxygen
2
transportation. 2.1.7
Explain th the pr process of of gaseous exchange at the alveoli.
Most (98 Most 98.5 .5% %) of of oxy oxyge gen n in in the the bl bloo ood d is is tra trans nspo port rted ed by hemoglobin as oxyhemoglobin within red blood cells.
3
2.2 Structure and function of the cardiovascular system 12 hours Aim 7: There 7: There are numerous technologies used to facilitate direct measurement in cardiovascular research, for example, interfaced heart rate monitors, blood pressure monitors, ECG monitors. Assessment statement
Obj
2. 2. 2.1
State th the co composition of of blood.
1
2. 2. 2. 2
Distinguish between the functions of erythrocytes erythrocytes,, leucocytes and leucocytes and platelets platelets..
2
2.2 .2.3 .3
Descr criibe the anatomy of the heart with reference to the heart chambers, valves and major blood vessels.
2
26
Teacher ’s notes Blood Bloo d is com ompo pose sed d of cel ellls (er eryt ythr hroc ocyt ytes es,, leucocytes and platelets) and plasma. Blood is also the transport vehicle for electrolytes, proteins, gases, nutrients, waste products and hormones.
The nam The names es of th the e fou fourr cha chamb mber ers, s, fo four ur va valv lves es (bicuspid, tricuspid, aortic and pulmonary pulmonar y valves) and the four major blood vessels (vena cava, pulmonary vein, the aorta and pulmonary artery) of the pulmonary and systemic circulation are required. The heart has its own blood supply via the coronary arteries; however, the names of the coronary arteries are not required.
Sports, exercise and health science guide
Syllabus content—Core
Assessment statement 2.2 .2..4
Des escr criibe the intrinsic and extrinsic regulation of heart rate and the sequence of excitation of the heart muscle.
Obj 2
Teacher ’s notes The hea The heart rt ha hass its its own pa pace cema makker er,, but but he hear artt rate is also influenced by the sympathetic and parasympathetic branches of the autonomic nervous system and by adrenaline. (It should be recognized that adrenaline has wider metabolic actions, that is, increasing glycogen and lipid breakdown.) The electrical impulse is generated at the sinoatrial node (SA node) and travels across the atria to the atrioventricular node (AV node) to the ventricles.
2. 2. 2. 5
Outline th the re relationship between the pulmonary and systemic circulation.
2
2.2 .2.6 .6
Des escr criibe the relationship between heart rate, cardiac output and stroke volume at rest and during exercise.
2
Cardia Card iacc out outpu putt = st stro rokke vol volum ume e × he hear artt rat rate. e. Stroke volume expands and heart rate increases during exercise.
2. 2. 2.7
Analyse cardiac ou output, stroke volume and heart rate data for different populations at rest and during exercise.
3
Limit to: • males •
females
•
trained
•
untrained
•
young
•
old.
Recall of quantitative data is not expected. 2. 2. 8
Explain ca cardiovascular drif t.
3
An in increase of body temperature re results in a lower venous return to the heart, a small decrease in blood volume from sweating. A reduction in stroke volume causes the heart rate to increase to maintain cardiac output. Include reference to blood viscosity.
2.2.9
Define the terms systolic and and diastolic blood pressure. pressure.
1
Sys ysto toli lic: c: th the e fo forc rce e exe exert rted ed by bl bloo ood d on ar arte teri rial al walls during ventricular contraction. Diastolic: the force exerted by blood on arterial walls during ventricular relaxation.
2.2. 2. 2.1 10
Analys Anal yse e sy syst stol olic ic an and d di dias asto toli licc blood pressure data at rest and during exercise.
3
2.2. 2. 2.11
Discu Disc uss ho how w sy syst stol olic ic an and d diastolic blood pressure respond to dynamic and
3
Reca Re call ll of qua quan nti tita tattiv ive e dat data a is is no not exp expec ecte ted. d.
static exercise.
Spor ts, exercise and health science guide
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Syllabus content—Core
Assessment statement
Obj
2.2. 2. 2.12
Com ompa parre the the di dist stri ribu buti tio on of blood at rest and the redistribution of blood during exercise.
3
Mov Mo vem emen entt of bl bloo ood d in fa fav vou ourr of mu musscl cles es..
2.2. 2. 2.13
Descr Des crib ibe e the the car cardi dio ova vasscu cula larr adaptations resulting from endurance exercise training.
2
Limitt to Limi to inc incre reas ased ed le left ft ven ventr tric icul ular ar vo volu lume me re resu sult ltin ing g in an increased stroke volume and a lower resting and exercising heart rate. Consider also increased capillarization and increased arterio-venous oxygen difference.
2.2 .2..14
Explain ma Exp maxi xim mal oxy oxyge gen n consumption.
3
Maximal oxy xyg gen consumption (V (VO O2max) represents the functional capacity of the oxygen transport system and is sometimes referred to as maximal aerobic power or aerobic capacity.
2.2. 2. 2.15
Discu Disc uss th the e va vari riab abil ilit ityy of maximal oxygen consumption in selected groups.
3
Consider:
2.2. 2. 2.16
28
Discu Disc uss th the e va vari riab abil ilit ityy of maximal oxygen consumption with different modes of exercise.
3
Teacher ’s notes
•
trained versus untrained
•
males versus females
•
young versus old
•
athlete versus non-athlete.
Con onssid ider er cy cycl cliing ver erssus run runni ning ng ver erssus arm arm ergometry.
Sports, exercise and health science guide
Syllabus content—Core
Topic T opic 3: 3: Energy Energy systems systems (1 (13 hours) hours) 3.1 Nutrition 4 hours Assessment statement 3.1.1
Obj
Teacher ’s notes
List the macronutrients and micronutrients.
1
Macr Ma cro: o: li lipi pid d (fa (fat) t),, carb carboh ohyd ydra rate te,, wat water er an and d pro prote tein in..
3.1.2
Outline th the fu functions of macronutrients and micronutrients.
2
Specif Spec ific ic kno knowl wled edge ge of in indi divi vidu dual al vi vita tami mins ns and minerals is not required.
3.1.3
State th the ch chemical composition of a glucose molecule.
1
C, H and O (1:2:1 ratio)
3.1.4
Identif y a diagram representing the basic structure of a glucose molecule.
2
3.1.5
Explain how glucose molecules can combine to form disaccharides and polysaccharides.
3
Con onde den nsa sati tio on rea eact ctio ion— n—th the e li link nkin ing g of a monosaccharide to another monosaccharide, disaccharide or polysaccharide by the removal of a water molecule.
3.1.6
Sta tatte the compo possition of a molecule of triacylglycerol.
1
Limi Li mitt to gl glyyce cero roll an and d thr hree ee fa fatt ttyy ac acid ids. s.
3.1.7
Distinguish between saturated and and unsaturated fatty acids. acids.
2
Satura Satu ratted fa fatt ttyy aci acids ds ha hav ve no no do doub uble le bo bond ndss between the individual carbon atoms of the fatty acid chain. Saturated fats originate from animal
Micro: vitamins and minerals.
sources, for example, meat, poultry, full-fat dairy products and tropical oils, such as palm and coconut oils. Unsaturated fatty acids contain one or more double bonds between carbon atoms within the fatty acid chain. Unsaturated fats originate from plant-based foods, for example, olive oil, olives, avocado, peanuts, cashew nuts, canola oil and seeds, sunflower oil and rapeseed. 3.1.8
State th the ch chemical composition of a protein molecule.
Spor ts, exercise and health science guide
1
Limit to C, H, O and N.
29
Syllabus content—Core
Assessment statement 3.1.9
3.1.10
Obj
Distinguish between an essential and and a non-essential amino acid .
2
Describe cu current recommendations for a healthy balanced diet.
2
Teacher ’s notes Essent Esse ntia iall am amin ino o ac acid idss ca cann nnot ot be sy synt nthe hesi size zed d by the human body and must be obtained from diet. Non-essential amino acids can be synthesized by the human body. Consid Cons ider er re reco comm mmen enda dati tion onss fo forr ca carb rboh ohyd ydra rate tes, s, proteins, lipids, fibre, water and salt for adults in the general population. The relative contribution of carbohydrate, protein and lipid (including monounsaturated, polyunsaturated and saturated) should be given. Aim 9: Recommended 9: Recommended intakes of nutrients have been published in some countries. The recommendations vary and this raises questions about how the levels are decided. Int/Aim 8: Students 8: Students can be made aware of the sociocultural influences of food selection and preparation across populations, for example, Mediterranean, Japanese, Western (USA, UK) and Indian. TOK: Justification of how a balanced diet is TOK: Justification defined.
3.1.11
Sta tatte the the approximate energy content per 100 g of carbohydrate, lipid and protein.
1
Stu tud den ents ts sho houl uld d kno know w tha thatt the the en ener ergy gy co con nte tent nt values per 100 g are: carbohydrate 1760 1760 kJ, k J, lipid 4000 kJ and protein 1720 kJ.
3.1.12
Discuss how the recommended energy distribution of the dietary macronutrients differs between endurance athletes
3
Limitt to Limi to th the e imp impor orta tant nt di diffe ffere renc nce e in in car carbo bohy hydr drat ate e intake and how, therefore, this also affects affect s fat and protein intake. For example, carbohydrate intake is higher, protein and fat intake is slightly higher for a marathon runner than a non-athlete, non -athlete, and vice
and non-athletes.
versa. Int: Variation between countries, for example, a Int: Variation high-carbohydrate diet consumed by athletes in some countries. Aim 8: Some 8: Some sports require smaller stature; therefore, diet manipulation may occur prior to competition. Aim 9: Recommended 9: Recommended intakes vary within published literature. TOK: Justification of how diet contributes to TOK: Justification performance.
30
Sports, exercise and health science guide
Syllabus content—Core
3.2 Carbohydrate and fat metabolism 2 hours Assessment statement 3. 2.1
Outline me metabolism, anabolism , , aerobic anabolism
Obj 2
catabolism and anaerobic catabolism.
Teacher ’s notes Metabo Meta boli lism sm:: Al Alll th the e bi bioc oche hemi mica call re reac acti tion onss th that at occur within an organism, including anabolic and catabolic reactions. Anabolism: Energy requiring reactions whereby small molecules are built up into larger ones. on es. Catabolism: Chemical reactions that break down complex organic compounds into simpler ones, with the net release of energy.
3. 2. 2. 2
State wh what gl glycogen is is an and its major storage sites.
1
3. 2. 2. 3
State the major sites of triglyceride storage.
1
3.2 .2..4
Explain the Exp the role of insulin in the formation of glycogen
3
Adipo posse ti tissue an and sk skel ele eta tall mu muscle le..
and the accumulation of body fat. 3.2 .2.5 .5
Outline glycog oge eno nollysis and lipolysis.
2
3. 2. 2.6
Outline the funct ctiions of glucagon and adrenaline during fasting and exercise.
2
3.2 .2..7
Explain the role of insulin Exp and muscle contraction on glucose uptake during exercise.
3
Empha Emph asi sizze tha hatt bo both th in insu suli lin n an and d mu musc scle le contraction stimulate glucose uptake from the blood into skeletal muscle.
3.3 Nutrition and energy systems 7 hours Assessment statement
Obj
3. 3.1
Annotate a diagram of the ultrastructure of a generalized animal cell.
2
The dia The diagr gram am sho houl uld d sho show w rib ribos oso ome mes, s, ro roug ugh h endoplasmic reticulum, lysosomes, Golgi apparatus, mitochondrion and nucleus.
3. 3.2
Annotate a diagram of the ultrastructure of a mitochondrion.
2
Cris Cr ista tae, e, in inne nerr ma matr trix ix an and d ou oute terr sm smoo ooth th me memb mbra rane ne..
3. 3.3
Define the term cell respiration.. respiration
1
Cell re Cell resp spir irat atio ion n is is the the co cont ntro roll lled ed re rele leas ase e of of ene energ rgyy in the form of adenosine triphosphate (ATP) from organic compounds in cells.
Spor ts, exercise and health science guide
Teacher ’s notes
31
Syllabus content—Core
Assessment statement
Obj
3. 3. 3.4
Explain ho Exp how ad adenosine ca can gain and lose a phosphate molecule.
3
3. 3. 3.5
Exp Ex plain th the role of ATP in
3
muscle contraction.
Teacher ’s notes
Limi Li mitt to to the the br brea eakkdo down wn of ATP to ad aden eno osi sine ne diphosphate (ADP) releasing a phosphate molecule, which provides energy for muscle contraction. Cross reference with 4.1 4.1.3. .3.
3.3 .3..6
Des escr criibe the ree-sy syn nthesis of ATP by the ATP–CP system.
2
Creati Crea tine ne ph phos osph phat ate e (CP (CP), ), a hig high h ene energ rgyy mol molec ecul ule, e, is broken down to provide a phosphate molecule for the re-synthesis re-sy nthesis of ATP that has been utilized during the initial stages of exercise. e xercise.
3.3 .3..7
Des escr criibe the product ctiion of ATP by the lactic acid system.
2
Also kn Also kno own as an anae aerrob obic ic gl glyc ycol olys ysis is—t —the he breakdown of glucose to pyruvate without the use of oxygen. Pyruvate is then converted into lactic acid, which limits the amount of ATP produced (two ATP molecules).
3. 3. 3.8
Explain the phenomena of Exp oxygen deficit and oxygen debt.
3
Oxyge Oxy gen n de debt is is no now kno know wn as as ex excess po postexercise oxygen consumption (EPOC).
3.3 .3..9
Des escr criibe the product ctiion of ATP from glucose and fatty acids by the aerobic system.
2
Limitt to Limi to:: in th the e pre prese senc nce e of ox oxyg ygen en,, py pyru ruva vate te is processed by the Krebs cycle which liberates electrons that are passed through the electron transport chain producing energy (ATP) (ATP).. Fats are also broken down by beta oxidation that liberates a greater number of electrons, elec trons, thus more ATP. In the presence of oxygen, and in extreme cases, protein is also utilized.
3.3 .3..10
Disc Di scu uss the the cha chara ract cter eriist stic icss
3
of the three energy systems and their relative contributions during exercise.
3.3 .3..11
32
Evaluate th the re relative contributions of the three energy systems during different types of exercise.
3
Limit to: •
fuel sources
•
duration
•
intensity
•
amount of ATP production and by-products.
Energy Ener gy con onttin inu uum um.. Dif Diffe fere rent nt ty type pess of of exer exerci cise se (endurance athlete, games player, sprinter) should be considered.
Sports, exercise and health science guide
Syllabus content—Core
Topic T opic 4: 4: Movemen Movementt analysi analysiss (1 (15 hours hours) 4.1 4. 1 Neuromuscular function 4 hours Assessment statement 4.1.1
4.1.2
4.1.3
Label a diagram of a motor unit.
Explain the role of neurotransmitters in stimulating skeletal muscle contraction. Exp Ex plain how skelet eta al muscle contracts by the sliding filament theory.
Obj 1
Teacher ’s notes Limit to: •
dendrite
•
cell body
•
nucleus
•
axon
•
motor end plate
•
synapse
•
muscle.
3
Limi Li mitt to to ace acety tylc lcho holi line ne an and d cho choli line nest ster eras ase e.
3
Include the terms: •
myofibril
•
myofilament
•
sarcomere
•
actin
•
myosin
•
H zone
•
A band
•
Z line
•
tropomyosin
•
troponin
•
sarcoplasmic reticulum
•
calcium ions
•
ATP.
Aim 7: Various 7: Various online muscle contraction simulations are available. 4.1.4
Explain how slow and fast Exp twitch fibre types differ in structure and function.
3
Limitt fib Limi fibre re ty type pess to to slo slow w twi twitc tch h (ty (type pe I) and fa fast st twitch (type IIa and type IIb). Type IIa and IIb are high in glycogen content depending on training status. Aim 8: Implications 8: Implications of invasive techniques for taking samples, such as muscle biopsies. Aim 9: Implications 9: Implications of drawing conclusions from indirect measurements.
Spor ts, exercise and health science guide
33
Syllabus content—Core
4.2 Joint and movement type 3 hours Assessment statement 4.2.1
4. 2 . 2
Outline the t ypes of movement of synovial joints.
Outline th the ty types of of mu muscle contraction.
Obj 2
2
Teacher ’s notes Consider: •
flexion
•
extension
•
abduction
•
adduction
•
pronation
•
supination
•
elevation
•
depression
•
rotation
•
circumduction
•
dorsi flexion
•
plantar flexion
•
eversion
•
inversion.
Consider: •
isotonic
•
isometric
•
isokinetic
•
concentric
•
eccentric.
4. 2 . 3
Explain th the co concept of of reciprocal inhibition.
3
Consider ago gon nist and anta tago gon nist st..
4. 2 . 4
Analyse movements in
3
Forr ex Fo exam ampl ple, e, du duri ring ng th the e upw upwar ard d mo moti tion on of a
relation to joint action and muscle contraction.
4. 2 . 5
34
Explain de delayed on onset muscle soreness (DOMS) in relation to eccentric and concentric muscle contractions.
bicep curl the joint action is flexion. The bicep contracts concentrically while the tricep relaxes eccentrically. 3
DOMS res DOM resul ults ts pr prim imar aril ilyy from from ec ecce cent ntrric mu musc scle le action and is associated with structural muscle damage, inflammatory reactions in the muscle, overstretching and overtraining. DOMS is prevented/minimized by reducing the eccentric component of muscle actions during early training, starting training at a low intensity and gradually increasing the intensity, and warming up before exercise, cooling down after exercise.
Sports, exercise and health science guide
Syllabus content—Core
4.3 Fundamentals of biomechanics 8 hours In this sub-topic, no calculations are required. Assessment statement
Obj
4.3.1
Define the terms force force,, speed , velocity , displacement, displacement, acceleration,, momentum acceleration momentum and and impulse.. impulse
1
4 . 3. 2
Analyse velocit y– y–time, distance–time and force– time graphs of sporting actions.
3
4 . 3. 3
Define the term centre of mass.
1
4 . 3. 4
Explain that a change in body position during sporting activities can
3
change the position of the centre of mass.
Teacher ’s notes Enccou En oura rage ge th the e us use e of vec ecttor orss an and d sc sca ala lars rs..
Con onssid ider er on one e exa examp mple le of an an act activ ivit ityy wh wher ere e the centre of mass remains within the body throughout the movement and one activity where the centre of mass temporarily lies outside the body. Students should understand the changes in body position and centre of mass pathway.
4 . 3. 5
Distinguish between first , second and and third class levers. levers.
2
4 . 3. 6
Label anatomical representations of levers.
1
Limit to: •
the triceps–elbow joint
•
the calf–ankle joint
•
the biceps–elbow joint.
Students will be expected to indicate effort, load, fulcrum and the muscles and bones b ones involved. 4.3 .3..7
Def efiine Ne Newt wto on’s three laws of motion.
1
4.3 .3.8 .8
Explain how Ne Exp Newt wto on’s three laws of motion apply to sporting activities.
3
4.3.9
State the relationship between angular momentum , , moment momentum moment of inertia and angular velocity. velocity.
1
4.3 .3..10
Explain the Exp the concept of of angular momentum in relation to sporting activities.
3
Spor ts, exercise and health science guide
For exa For examp mple le,, co cons nsid ider er ho how w New Newtton on’’s sec secon ond d and and third laws enable an athlete to accelerate out of starting blocks. Impulse momentum relationship. The law of conservation of momentum should also be considered.
Includ Incl ude e con conssid ider erat atio ion n of of mom momen ents ts of in iner erti tia, a, major axes of rotation and an appreciation of the law of conservation of angular momentum.
35
Syllabus content—Core
Assessment statement
Obj
Teacher ’s notes
4.3. 4. 3.11
Explai Expl ain n the fa fact ctor orss tha hatt affect projectile motion at take-off or release.
3
Includ Incl ude e sp spee eed d of re rele leas ase, e, he heig ight ht of re rele leas ase e an and d angle of release.
4.3 .3..12
Outline the Be Bernoulli
2
The Th e rel relat atio ions nshi hip p bet betwe ween en ai airf rflo low w vel veloc ocit ityy and and
principle with respect to projectile motion in sporting activities.
air pressure is an inverse one, and is expressed in Bernoulli’s principle. The pressure difference causes the spinning golf ball to experience a force directed from the region of high air pressure to the region of low air pressure. A golf ball with backspin will experience higher air pressure on the bottom of the ball and lower air pressure on the top of the ball, causing a lift force (from high air pressure to low air pressure). Consider how airflow affects the golf ball and one other example. When an object is moving through the air it is important import ant to consider the relative airflow on different sides of the object. The airflow difference between opposite sides (for example, the bottom and top of a spinning golf ball) of the object moving through the air causes a pressure difference between the two sides. The lift force is perpendicular to the direction of the airflow. Aim 7: Still 7: Still photography and video can be used to record and analyse movement. A visit to a university may be possible to see the use of high-speed photography, photoelectric cells and motion-analysis software.
36
Sports, exercise and health science guide
Syllabus content—Core
Topic T opic 5: 5: Skill Skill in sports (1 (15 hours) hours) 5.1 5. 1 The characteristics and classification of skill 4 hours Assessment statement
Obj
Teacher ’s notes
5.1.1
Define the term skill .
1
Skill is the consistent production of goal-oriented movements, which are learned and specific to the task (McMorris 2004).
5.1.2
Des escr criibe the diff ffe erent ty type pess of skill.
2
Limitt to Limi to cog cogni niti tiv ve, pe perrce cept ptua ual, l, mo moto torr and and perceptual motor skills.
5.1.3
Outline th the di dif fe ferent approaches to classifying motor skills.
2
Limit to: •
gross–fine
•
open–closed
•
discrete–serial–continuous
•
external–internal paced skills
•
interaction continuum (individual–coactive– interactive).
5.1.4.
Compare ski skilll pr profi filles fo for contrasting sports.
3
Using Usin g the the co cont ntin inua ua in 5.1.3 .3,, com compa pare re co cont ntra rast stin ing g sports.
5.1.5
Outline abilit y.
2
Ability refers refers to a general trait or capacity of the individual that is related to the performance per formance and performance potential of a variety of skills or tasks. TOK: Abilities have been thought of as stable TOK: Abilities traits but a more modern perspective understands that people have a genetic potential for each ability and that their level of performance in a particular ability can be influenced by a number of factors such as life experience or coaching. TOK: Current research considers that abilities will change with time.
5.1.6
Distinguish between Fleishman’s physical Fleishman’s physical proficiency abilities (physical abilities (physical factors) and perceptual and perceptual motor abilities (psychomotor abilities (psychomotor factors).
2
Fleish Flei shma man n (1 (1972 72)) dis disti ting ngui uish shes es be betw twee een n phy physi sica call proficiency and perceptual motor ability. Recall of the individual abilities is not required.
5.1.7
Define the term technique technique..
1
In general terms, technique is a “way of doing”. In the performance of a specific sports skill it is defined as the “way in which that sports skill is performed”.
Spor ts, exercise and health science guide
37
Syllabus content—Core
Assessment statement
Obj
5.1.8
State the relationship between ability, skill and technique.
1
Skill = abi Ski abili lity ty + sel selec ecttio ion n of of an an app apprrop opri ria ate technique.
5.1.9
Discuss the dif fe ferences
3
Limi Li mitt to to con consi sist sten ency cy,, acc accur uracy acy,, con contr trol ol,, lea learn rned ed,,
between a skilled and a novice performer.
Teacher ’s notes
efficiency, goal-directed and fluency.
5.2 Information processing 6 hours Assessment statement 5.2.1
Describe a simple mo model of of information processing.
Obj 2
Teacher ’s notes Inforrma Info mati tion on pr proc oces esssin ing g is is the the sy syst stem em by whi which ch we take information from our surrounding environment, use it to make a decision and then produce a response: input–decision-making– output. All the approaches are only models. Input and output are assessable/observable, but the decision-making process can only be speculation.
5.2 .2.2 .2
Des escr criibe Welfo forrd’ d’ss model of information processing.
2
Welf lfo ord’ d’ss mo model (1968 68)) inc inclludes: •
sense organs
•
perception
•
short-term memory
•
long-term memory
•
decision-making
•
effector effec tor control
•
feedback.
5.2. 3
Outline the components associated with sensory input.
2
Con onssid ider er ext exter eroc ocep epttor ors, s, pr prop opri rioc ocep epto tors rs and and interoceptors.
5.2 .2..4
Explain the signalExp l-d detec ecttion process.
3
Often ref Oft efer erre red d to to as as the the de dettec ecti tio on– n–ccom ompa pari risson on– – recognition process (DCR). Limit to background noise, intensity of the stimulus, efficiency of the sense organs, early signal detection and improving signal detection.
5.2. 5
38
Distinguish between the characteristics of short-term sensory store, store, short-term memory and and long-term memory .
2
Limi Li mitt to to cap capac acit ityy, dur dura ati tion on an and d ret retrrie ieva val. l.
Sports, exercise and health science guide
Syllabus content—Core
Assessment statement 5.2.6
Discuss th the re relationship between selective attention and memory.
Obj 3
Teacher ’s notes Select Sele ctiv ive e at atte tent ntio ion n (S (SA) A) op oper erat ates es in th the e sh shor orttterm sensory store (STSS). Only the relevant information is passed to the short-term memory (STM) where it is held for several seconds. se conds. SA ensures that information overload does not occur and prevents confusion, as the brain would not be able to cope with streams of information. A filtering mechanism operates, which separates the relevant information from the irrelevant (noise) information so that athletes concentrate on one cue or stimulus (for example, the ball, position of player in a game of tennis) to the exclusion of others. SA is very important when accuracy or fast responses are required and can be improved by learning through past experience and interaction with long-term memory.
5.2 .2..7
5.2.8
5.2.9
Compare diff ffe erent met eth hods of memory improvement.
3
Define the term response time.. time
1
Outline factors that
2
Limit to: •
rehearsal
•
coding
•
brevity
•
clarity
•
chunking
•
organization
•
association
•
practice.
Resspo Re pon nse ti time me = rea react ctio ion n tim time e + mo mov vem emen entt tim time e. Aim 7: Use 7: Use of online methods of measuring response time.
determine response time.
Resp Re spon onse se ti time me is an ab abil ilit ityy, hav havin ing g ind indiv ivid idua uall and and group variance (for example, gender and age). Reaction time includes stimulus transmission, detection, recognition, decision to respond, nerve transmission time and initiation of action. Include consideration of Hick ’s Law.
5.2 .2..10
Evalu Eva lua ate th the e con conccep eptt of of the the psychological refractory period (PRP).
Spor ts, exercise and health science guide
3
Includ Incl ude e the the si sing ngle le ch chan anne nell mec mecha hani nissm and and ho how w PRP helps to explain deception in sports.
39
Syllabus content—Core
Assessment statement 5.2.11
Describe a motor programme.
Obj 2
Teacher ’s notes Define Defi ned d as as a se sett of of mo movem emen ents ts st stor ored ed as a who whole le in the memory, regardless of whether feedback is used in their execution. Limit to: •
a whole plan (executive programme/motor programme) and subroutines
•
coordination of subroutines
•
relegating executive programmes to subroutines.
5.2 .2..12
Com ompa parre mo moto torr pr prog ogra ramm mmes es from both open- and closedloop perspectives.
3
Includ Incl ude e Ad Adam amss’ con conce cept ptss of of mem memo ory tra race ce an and d perceptual trace.
5.2 .2..13
Outlin Outl ine e the the ro role le of fe feed edba back ck in information-processing models.
2
Limit to:
5.2 .2..14
Outlin Outl ine e the the ro role le of fe feed edba back ck with the learning process.
2
•
intrinsic, extrinsic
•
knowledge of results, knowledge of performance
•
positive, negative
•
concurrent, terminal.
Limit to: •
reinforcement of learning
•
motivation
•
adaptation of performance
•
punishment.
5.3 Principles of skill learning 5 hours Assessment statement 5. 3.1
Distinguish between learning learning and performance and performance..
Obj 2
Teacher ’s notes Learni Lear ning ng is a rel rela ati tiv vel elyy per perma mane nent nt ch chan ange ge in performance brought about by experience, excluding changes due to maturation and degeneration. Performance is a temporary occurrence, fluctuating over time. A change in performance over time is often used to infer learning.
5.3 .3.2 .2
40
Descr criibe the ph pha ases (sta tag ges) of learning.
2
Cognit Cogn itiv ive/ e/ve verb rbal al (ea (earl rlyy phas phase e), ass assoc ocia iati tive ve//mo moto torr (intermediate phase) and autonomous (final phase).
Sports, exercise and health science guide
Syllabus content—Core
Assessment statement 5.3 .3.3 .3
5. 3.4
Outline the diff ffe erent typ type es of learning curves.
Discuss factors that contribute to the different rates of learning.
Obj 2
3
5. 3.5
Define the concept of transfer .
1
5. 3.6
Outline the t ypes of transfer.
2
Teacher ’s notes Limit to: •
positive acceleration
•
negative acceleration
•
linear
•
plateau.
Limit to: •
physical maturation
•
physical fitness
•
individual differences of coaches
•
age
•
difficultyy of task difficult
•
teaching environment
•
motivation.
Limit to positive and negative, as they apply to: •
skill to skill
•
practice to performance
•
abilities to skills
•
bilateral
•
stage to stage
•
principles to skills.
Refer to an example in each case. 5.3 .3..7
5.3 .3.8 .8
Outline the diff ffe erent typ type es of practice.
Explain the Exp the diff ffe eren entt ty type pess of presentation.
2
3
Limit to •
distributed
•
massed
•
fixed (drill)
•
variable
•
mental.
Limit to: •
whole
•
whole–part–whole
•
progressive part
•
part.
Refer to an example in each case. 5. 3. 3.9
Outline the spect ctrrum of teaching styles.
Spor ts, exercise and health science guide
2
Limitt to co Limi comm mma and nd,, rec recip iprroc ocal al an and d pr prob oble lemmsolving.
41
Syllabus content—Core
Topic 6: Topic 6: Measure Measurement ment and and evalua evaluation tion of huma human n performance per formance (13 hours) 6.1 Statistical analysis 2 hours Assessment statement
Obj
Teacher ’s notes
6.1.1
Outline that error ba bars rs are a graphical representation of the variability of data.
2
Only On ly st stan anda dard rd de devi viat atio ion n ne need edss to be co cons nsid ider ered ed..
6.1. 2
Calculate the mean and standard deviation of a set of values.
2
Stu tud den ents ts sho houl uld d spe speci cify fy the the sa samp mple le st stan anda dard rd deviation, not the population standard deviation. Students will not be expected to know the formulas for calculating these statistics. They will be expected to use the statistics function of a graphic display or scientific calculator. Aim 7: Students 7: Students could also be taught how to calculate standard deviation using a spreadsheet computer program.
6.1. 3
State th that th the st statistic standard deviation is used to summarize the spread of values around the mean, and that within a normal distribution approximately 68% and 95% of the values fall within plus or minus one or two standard deviations respectively.
1
For no For norm rmal ally ly di dist stri ribu bute ted d da data ta,, ab abou outt 68 68% % of al alll values lie within ±1 standard deviation of the mean. This rises to about 95% for ±2 standard deviations.
6.1.4
Exp Ex plain how the standard
3
A sma small ll st stan anda darrd dev devia iati tion on in ind dic icat ates es th that at th the e
deviation is useful for comparing the means and the spread of data between two or more samples. 6.1.5
42
Outline th the me meaning of of coefficient of variation.
data is clustered closely around the mean value. Conversely, a large standard deviation indicates a wider spread around the mean.
2
Coeffic Coeff icie ient nt of va vari riat atio ion n is is the the ra rati tio o of of the the st stan anda dard rd deviation to the mean expressed as a percentage.
Sports, exercise and health science guide
Syllabus content—Core
Assessment statement 6.1.6
Deduce the signif ic icance of the difference between two sets of data using calculated values for t and and the appropriate tables.
Obj 3
Teacher ’s notes For the t -test -test to be applied, ideally the data should have a normal distribution and a sample size of at least 10. The t -test -test can be used to compare two sets of data and measure the amount of overlap. Students will not be expected to calculate values of t . Only two-tailed, paired and unpaired t -tests -tests are expected. Aim 7: While 7: While students are not expected to calculate a value for the t -test, -test, students could be shown how to calculate such values using a spreadsheet program or the graphic display calculator. TOK: The scientific community defines an TOK: The objective standard by which claims about data can be made.
6.1.7
Explain th Exp that th the ex existence of a correlation does not establish that there is a causal relationship between two variables.
3
Aim 7: While 7: While calculations of such values are not expected, students who want to use r and and r 2 values in their practical work could be shown how to determine such values using a spreadsheet program.
6.2 Study design 4 hours Assessment statement
Obj
6. 2. 2.1
Outline the importance of specificity, specificit y, accuracy, reliability and validity with regard to fitness testing.
2
6. 2. 2. 2
Discuss th the im impor ta tance of of study design in the context of the sports, exercise and health sciences.
3
6. 2. 2. 3
Outline the importance of the Physical Activity Readiness Questionnaire (PAR-Q).
2
6.2 .2..4
Evaluate fi fiel eld d, la labo borratory ry,, sub-maximal and maximal tests of human performance.
3
Spor ts, exercise and health science guide
Teacher ’s notes
This sh This shou ould ld in incl clud ude e a de demo mons nstr trat atio ion n of of cau causa sali lity ty in experimental results by the inclusion of control groups, randomization, placebos, blinding and double-blinding, statistical analysis.
43
Syllabus content—Core
6.3 Components of fitness 4 hours Assessment statement 6. 3. 3.1
Distinguish between the concepts of health-related
Obj 2
fitness and and performance performancerelated (skill-related) fitness. fitness.
Teacher ’s notes Health-related fitness includes fitness includes body composition, cardio-respiratory fitness (aerobic capacity), flexibility, muscular endurance, strength. Performance-related (skill-related) fitness includes fitness includes agility, balance, coordination, power, reaction time and speed. Some components of performance-related fitness (agility, balance, coordination) could become health-related for certain groups such as the elderly and those suffering from hypokinetic diseases.
6.3. 2
Outline the major components of fitness identified in 6.3.1 6.3.1..
2
6. 3. 3. 3
Outline and evaluate a variety of fitness tests.
3
Consid Cons ider er va vali lidi dity ty,, rel relia iabi bili lity ty and and li limi mita tati tion onss of of the the following tests. •
Aerobic capacity—multistage fitness test/ bleep test (Leger test), Cooper’s 12-minute run, Harvard step test
•
Flexibility—sit and reach
•
Muscle endurance—maximum sit-ups, maximum push-ups, flexed arm hang
•
Agility—Illinois agility test
•
Strength—hand grip dynamometer
•
Speed—40-metre Speed—4 0-metre sprint
•
Body composition—body mass index, anthropometry and underwater weighing
•
Balance—stork stand
•
Coordination—hand ball toss
•
Reaction time—drop test, computer simulation
•
Power—vertical jump, standing broad jump
Aim 9: Issues 9: Issues of using direct and indirect measures of fitness, and the extrapolation of data and generalizations across populations, could be considered. Cultural variations in the establishment of standardized norms may also be explored. Aim 7: Opportunity to use computer simulation/ modelling and databases.
44
Sports, exercise and health science guide
Syllabus content—Core
6.4 Principles of training programme design 3 hours Assessment statement 6.4.1
Describe the essential elements of a general
Obj 2
training programme.
Teacher ’s notes This should include: •
warm-up and stretching activities
•
endurance training
•
cool down and stretching activities
•
flexibilityy training flexibilit
•
resistance training
•
the incorporation of recreational activities and sports into the schedule.
TOK: Recent research questions the effectiveness TOK: Recent of static stretching as a necessary component of the warm-up. The difficulty of conducting controlled trials without a placebo effect could be discussed. The willingness of athletes to believe what they are told, without questioning the advice, could also be considered. 6.4.2
6. 4. 3
Discuss the ke key pr principles of of training programme design.
Outline ways in wh which exercise intensity can be monitored.
3
2
Limit to: •
progression
•
overload (frequency, intensity and duration)
•
specificity
•
reversibility
•
variety
•
periodization.
Limit to: •
use of heart rate based upon its relationship with oxygen uptake, that is, target heart rate that coincides with a given percentage of maximal oxygen uptake
Spor ts, exercise and health science guide
•
the Karvonen method
•
the training heart rate range/zone
•
ratings of perceived exertion (Borg/OMNI/ CERT scale).
45
Syllabus
Syllabus content—AHL
Topic T opic 7: 7: Further Further anato anatomy my (7 (7 hours hours) TOK: Classical anatomical studies separate the human body into discrete systems. To what extent can TOK: Classical separating components give us knowledge of the whole?
7.1 The skin system 2 hours Assessment statement 7.1.1
7.1.2
Annotate a diagram of the generalized structure of the skin.
Des escr criibe the funct ctiions of the skin.
Obj 2
Teacher ’s notes Include:
2
•
epidermis
•
dermis
•
fat
•
glands
•
hair follicles.
Include: •
regulation of body temperature
•
protection and immunity
•
sensation
•
excretion
•
synthesis of vitamin D.
7.2 Structure and function of the brain 5 hours
7.2.1
7.2. 2
46
Assessment statement
Obj
Label the location of the principal structures of the brain.
1
Label the location of the principal lobes of the cerebrum.
1
Teacher ’s notes Limit to: •
the brain stem
•
the diencephalon
•
the two hemispheres of the cerebrum
•
the cerebellum.
Limit to: •
frontal lobe
•
parietal lobe
•
occipital lobe
•
temporal lobe
•
limbic lobe. Sports, exercise and health science guide
Syllabus content—AHL
Assessment statement 7.2 .2.3 .3
7.2 .2..4
Outline blo loo od supply to the brain.
Des escr criibe the pr princ nciipa pall so source of energy for brain cells.
Obj 2
2
Teacher ’s notes Include: •
the major arteries
•
brachiocephalic trunk (right and left common carotid artery)
•
right and left internal and external carotid artery
•
the blood-brain barrier.
The bra The brain in ob obta tain inss ene energ rgyy us usin ing g gl gluc uco ose and oxygen, which pass rapidly from the blood to the brain cells. Glucose and oxygen are used to make ATP inside the brain by the process of aerobic respiration. Carbohydrate storage in the brain is limited, so the supply of glucose must be continuous. If blood entering the brain has low glucose or oxygen levels, mental confusion, dizziness, convulsions, and loss of consciousness may occur.
7.2.5
Explain th Exp the fu function of of th the principal parts of the brain.
Spor ts, exercise and health science guide
3
Includ Incl ude e br brai ain n st stem em,, di dien ence ceph phal alon on,, ce cere rebr brum um an and d cerebellum. •
Brain stem—respiratory stem—respiratory and cardiovascular control centres.
•
Diencephalon –
Thalam Thal amus us—pe —perc rcep epti tion on of se sens nsat atio ions ns (pain, temperature, pressure); cognition.
–
Hypoth Hypo thal alam amus us—c —con ontr trol ol of au auto tono nomi micc nervous system (ANS), heart rate and blood pressure, pituitary gland, body temperature,, appetite, thirst, f luid and temperature electrolyte balance, circadian rhythms.
•
Link to topic 8: The 8: The endocrine system, pineal gland.
•
Cerebrum—responsible for high-level brain Cerebrum—responsible functions such as thinking, language and emotion, and motivation. The function is divided into three broad processes. 1.
sensory (receiving sensory impulses)
2.
association (interpreting and storing input, and initiating a response)
3.
motor (transmitti ng impulses to effectors).
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Assessment statement
Obj
Teacher ’s notes Although the lobes do not function independently, each lobe is associated with certain aspects of the following processes. •
Frontal lobe—many lobe—many aspects of association such as reasoning and motivation, planning, emotions and problem-solving. Also contains the speech and movement motor areas.
•
Parietal lobe—somatic lobe —somatic sensory and motor areas linked to movement, body awareness, orientation and navigation. Also contains symbolic and speech association areas.
•
Occipital lobe—visual lobe—visual sensory and association centre.
•
Temporal lobe—auditory lobe —auditory sensory and association area; many aspects of long-term and visual memory.
•
Limbic lobe concerned lobe concerned with association processes such as emotion, behaviour, motivation and long-term memory.
Cerebellum •
Helps to smooth and coordinate sequences of skeletal muscle contractions.
•
Regulates posture and balance.
•
Makes possible all skilled motor activities, from catching a ball to dancing.
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Topic T opic 8: 8: The endocrine endocrine system system (7 (7 hours hours) Aim 8: Consider 8: Consider the ethical aspects of using synthetic hormones to enhance sports performance. TOK: Understanding the endocrine system relies on the use of complex technical vocabulary. How TOK: Understanding important is it that there is one scientific language? Assessment statement 8.1.1
8.1.2
Label the location of the major endocrine organs in the human body.
Describe the role of circulating (blood) and local
Obj 1
2
hormones.
Teacher ’s notes Limit to: •
hypothalamus
•
pituitary gland
•
pineal gland
•
thyroid gland
•
adrenal glands
•
pancreas
•
ovaries and testes.
Hormon Horm ones es ar are e sec secre rete ted d by en endo docr crin ine e gla gland ndss to regulate and coordinate a range of bodily functions. Release of most hormones occurs in short bursts, although some are secreted over longer periods of time in order to stimulate permanent changes to the body. Hormones affect only specific target cells by (chemically) binding to specific receptors. Circulating hormones travel around the body in the blood. Examples include adrenaline and testosterone. Local hormones act on neighbouring cells without entering the bloodstream and are usually inactivated quickly. Examples include glucagon and serotonin.
8.1.3
Explain ho Exp how circulating hormone levels are regulated.
3
They ar They are e reg regul ula ate ted d by by co comp mple lexx fee feed dba back ck lo loop opss that may be influenced by: •
signals from the nervous system, such as adrenaline
•
chemical changes in the blood, such as insulin
•
other hormones, such as growth hormone.
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Assessment statement 8.1.4
Explain th Exp the re relationship between the hypothalamus and the pituitary gland.
Obj 3
Teacher ’s notes The hyp The hypo oth thal ala amu muss and and th the e pit pitu uit itar aryy gla gland nd are together responsible for homeostasis. •
The hypothalamus is the part of the brain that controls the pituitary gland.
•
The pituitary gland is an endocrine gland located in the brain below the hypothalamus.
•
Neurohormones, such as GHRH and somatostatin from the hypothalamus, directly influence the pituitary gland.
•
Nerve impulses from the hypothalamus also stimulate the pituitary gland.
The pituitary gland secretes hormones, such as Antidiuretic hormone (ADH) and growth hormone (GH), that help regulate a wide range of bodily functions including growth, and water and temperature regulation.
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Topic T opic 9: 9: Fati Fatigue gue (6 (6 hours) hours) Assessment statement
Obj
9.1.1
Define fatigue fatigue i in n sports.
1
A reversible, exercise-induced decline in performance.
9.1.2
Outline the diff ffe erent typ type es of fatigue.
2
Limit to:
9.1.3
Distinguish between highintensity and and endurance endurance activities.
2
Teacher ’s notes
•
peripheral fatigue—develops rapidly and is caused by reduced muscle cell force
•
central (or mental) fatigue— fatigue—develops develops during prolonged exercise and is caused by impaired function of the central nervous system.
High-i High -int nten ensi sity ty ex exer erci cise se in invo volv lves es a vig vigor orou ouss bo bout ut of intense activity that may last for less than a second, or as long as 1–2 minutes, for example, some types of interval training, plyometrics. The major sources of energy for this are derived from f rom anaerobic processes. Endurance activities involve prolonged sessions of low-intensity activity that may last from several minutes to several hours, for example, leisure cycling or jogging. The major sources of energy for endurance activities are aerobic processes.
9.1.4
Discuss ca cau uses of fa fattigue in different types of activity or exercise.
3
Fat atig igue ue is pe perc rcei eive ved d di diffe ffere rent ntly ly by in indi divi vidu dual al athletes and may depend on multiple factors such as age, level of fitness and the specific type of activity or exercise carried out. On a physiological level, the development of peripheral fatigue in high-intensity high-intensity activities activities depends on the rate of: •
depletion of energy sources (creatine
•
phosphate and ATP ATP)) increase in levels of the products of exercise such as lactate and hydrogen ions.
The physiological causes of peripheral fatigue in endurance activities endurance activities include: •
depletion of muscle and liver glycogen reserves
•
reduction in Ca2+ release
•
depletion of acetylcholine
•
dehydration
•
electrolyte electroly te loss
•
overheating.
Central (mental) fatigue is a significant factor in many endurance sports caused by failure of neural transmission.
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Assessment statement 9.1.5
Discuss recover y from fatigue after sports.
Obj 3
Teacher ’s notes Differe Diffe rent nt as aspe pect ctss of of rec recov over eryy can can oc occu curr at at diff differ eren entt rates, and recovery rate also depends on the type of activity (high-intensity, team sports or endurance). Include: • excess post-exercise oxygen consumption (EPOC) for:
•
–
res esttor ora ati tion on of mu musc scle le cr crea eati tine ne phosphate stores
–
removal of lact ctiic acid
–
repl re plen enis ishm hmen entt of my myog oglo lobi bin n st stor ores es
replacement of muscle and liver glycogen stores.
Link to option A: Optimizing A: Optimizing physiological performance TOK: How TOK: How are our perceptions of fatigue and recovery influenced by different ways of knowing?
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Topic T opic 10: 10: Frictio Friction n and drag drag (8 (8 hours hours) Assessment statement 10.1.1
Describe friction.
Obj 2
Teacher ’s notes A force that acts parallel to the inter face of two surfaces that are in contact, and opposes their relative motion. The value of the force of friction, F f f is calculated using: F f f = μR
Where μ is the coefficient of friction and R is the normal reaction force. 10.1.2
Descr Des crib ibe e the the coe oeffi ffici cien entt of of friction.
2
The coefficient of friction (COF, friction (COF, μ) is a dimensionless scalar quantity which is the ratio of the force of friction, F f between two bodies and the normal reaction force, R. F f
µ
=
R
The magnitude of the coeff icient of friction depends on the materials in contact: steel on ice (in ice skating) has a low coefficient of friction; rubber sole on the ground (running) has a high coefficient of friction. The greater the interaction between the molecules of the interfacing surfaces, the greater the size of the coefficient of friction. Coefficients of friction range in value between zero and one, but can sometimes som etimes be higher. 10.1.3
Dist Di stiing ngu uis ish h be betw twee een n th the e coefficient of static friction friction and dynamic friction. friction.
2
When Wh en a fo forrce is ap appl plie ied d to at atte temp mptt to mo mov ve a stationary object over another surface, we consider the coefficient of static friction. At some point, the force applied is sufficient to overcome the static friction and the object will begin to move. Once the object is in motion, we consider the coefficient of dynamic friction. The coefficient of dynamic friction is usually lower than the coefficient of static friction.
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Assessment statement 10.1.4
Explain the Exp the infl flu uence of friction on sports performance.
Obj 3
Teacher ’s notes Consid Cons ider er ma maxi ximi mizi zing ng an and d mi mini nimi mizi zing ng fr fric icti tion onal al influences in order to enhance performance. For example: •
sports shoes (including spikes/cleats spikes/cleats)) and playing surface (grass, artificial surfaces, wood)
•
winter sports (skiing, ice skating)
•
use of a golf glove
•
cycling on an indoor sloping velodrome.
10.1.5
Define drag drag..
1
Drag is the force or forces acting to oppose the motion of an object through a fluid medium such as air or water.
10.1.6
Outlin Outl ine e dif iffe ferren entt ty type pess of drag that can be found in a variety of sporting environments.
2
Limit to: •
surface drag: As a body moves through a fluid, its outer surface catches a layer of the fluid nearby, slowing it down compared to the fluid further away and so causing drag. This can be minimized by changing the surface to reduce the interaction between surface and fluid. Example: The use of shark-skin suits in swimming or shaving the swimmer’s body to make it smooth.
•
form drag: As a body pushes against a fluid, the fluid pushes back (action and reaction). By streamlining the body and minimizing the surface area facing the direction of the motion, this type of drag is reduced. Example: Cyclists adopting a low profile position.
•
wave drag: When a body moves along the surface of a fluid f luid (usually water) some fluid is displaced to form a wave. These waves cause additional forces that oppose motion. Wave drag can be reduced by avoiding motion at the interface between air and water. Example: Swimming underwater for as long as is allowed at the start of a race.
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Assessment statement 10. 0.1 1.7
Discus Disc usss fa fact ctor orss th that at in infl flue uenc nce e the amount of drag in sports.
Obj 3
Teacher ’s notes Consid Cons ider er th the e inf influ luen ence ce of fl flui uid d vis visco cosi sity ty,, sur surfa face ce size, shape, texture and relative velocity on drag. For example: •
clothing for skiers, swimmers, runners,
•
cyclists and base jumpers equipment for cycling (helmet and bicycle design)
•
body position for a speed skater and swimmer. Drag increases dramatically with speed. (It increases as the square of the speed.)
Aim 8: Consider 8: Consider the economic implications of developing technologies to improve performance in sports. Int: Consider the availability of performanceInt: Consider enhancing technologies in different parts of the world. 10.1.8
Annota tatte a fr free ee-b -bo o dy diagram showing the direction of relevant forces acting on an athlete or object in sports.
2 e c n a t s i s e r r i A
Body weight Friction
Push
Ground reaction force
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Topic T opic 11 11: Skill acqu acquisi isition tion and and analysi analysiss (9 (9 hours) hours) 11.1 Pedagogy for skill acquisition 4 hours
11.1.1
Assessment statement
Obj
Disting ngu uish bet etw wee een n traditional and and non-linear pedagogy in in sports.
2
Teacher ’s notes Tra radi diti tion onal al pe peda dago gogy gy oc occu curs rs th thro roug ugh h the the si simp mple le transmission of fixed knowledge from coach to athlete. Features of this approach are: •
content-focused learning
•
coach-led learning
•
coach has full responsibility for what, how and when learning takes place.
Non-linear pedagogy occurs in a non-linear, unpredictable manner with coach and athletes exploring a situation/problem/issue together. Features of this approach are: •
high levels of connectivity between athletes and coaches
•
process-orientated learning
•
development of creative processes in athletes.
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11.1.2
Assessment statement
Obj
Discu Disc uss Ne Newe well ll’’s (1 (198 986 6) constraints-led approach to teaching motor skills in physical education.
3
Teacher ’s notes Motorr le Moto lear arni ning ng is vi view ewed ed as an on ongo goin ing g dy dyna nami mic, c, non-linear process, influenced by various constraints. Constraints are classified into three categories. 1.
Athlete constraints
2.
Environmental constraints
3.
Taskk constraints Tas
Athlete constraints include: •
self-organization
•
movement patterns
•
cognition
•
decision-making.
Environmental constraints include: •
physical factors such as gravity, altitude, light, music or noise as well as floor f loor space, court surface and net or lines on the area of play
•
social factors, such as peer pressure, social and cultural expectations.
Task constraints constraints include: •
the goal of the specific task
•
rules on actions or conditions on tasks
•
rules on the equipment used.
Examples of ways that coaches can manipulate constraints include: •
modifying equipment available
•
modifying the size of playing areas
•
setting relevant task goals in games
•
choosing beat/tempo in dance
•
suggesting imagery ideas
•
enforcing specific rules/conditions for performance.
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Assessment statement 11.1.3
Sug ugge gest st ho how w a con onst stra rain ints ts-led approach to learning a given sport can influence motivation.
Obj 3
Teacher ’s notes The im The impa pact ct of a co cons nstr trai aint ntss-le led d ap appr proa oach ch ma mayy be different for individual athletes. Examples of how it can be used include the following. •
Athlete: Minimize the number of rules. For example, in touch rugby, allow forward passes.
•
Environment: Limit the space available to participants. For example, in netball, have attackers and defenders in specific zones so that players focus on their own tasks.
•
Task: Modify the equipment so that the Task: activity allows for more m ore success. For example, increase the size of the golf ball (use a tennis ball) and the size of the golf club.
Such approaches might influence the motivation of the athlete in the short term and can have longer-term consequences for the evolution of talent. Link to option B: Psychology B: Psychology of sports, topic 5.
11.2 Notation and analysis 5 hours
11.2 .2..1
11.2 .2.2 .2
Assessment statement
Obj
Outlin Outl ine e th the e re rea aso sons ns fo forr using notational analysis in physical education and sports.
2
List fi five ap appl pliica cattions of notation in physical education and sporting contexts.
1
Teacher ’s notes It is pr prim imar aril ilyy use used d to to inf infor orm m the the co coac achi hing ng pr proc oces ess, s, and so improve athlete performance through: •
providing an objective way of recording
•
performance quantifying performance in a consistent and reliable manner
•
facilitating quantitative and qualitative feedback.
1.
Tactical evaluation
2.
Technical evaluation
3.
Analysis of movement
4.
Development of databases and models
5.
Educational use with teacher/ teacher/coach coach and athlete
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Assessment statement 11.2 .2.3 .3
Disting ngu uish bet betw wee een na phase analysis model and and performance outcome model of qualitative biomechanical analysis for an individual individual sports technique.
Obj 2
Teacher ’s notes Limit to the following. •
•
11.2 .2..4
11.2 .2.5 .5
11.2 .2.6 .6
Ex Exp plain can howbe ho a fl flo ow ch cfor hart system used match analysis in a team invasion game.
Sug ugge gest st ho how w to de dev vel elo op a simple notation system for team games.
Outlin Outl ine e th thre ree e ex exam ampl ples es of the use of digital technology in sports analysis.
3
3
2
Phase analysis model (sequential, based on movement principles) –
Preparation
–
Retraction
–
Action
–
Follow-through
Performance outcome model (hierarchical, based on mechanical relationships underpinning performance) –
Speed principles
–
Force principles
–
Coordination principles
–
Spe peci cifi ficc per perfo form rma anc nce e pri princ nciipl ples es
Consid Cons ider er flo flow w cha chart rtss tha thatt ide ident ntif ifyy fea featu ture ress suc such h as: as: • the player who has possession •
the location (in the field of play) for a change in possession
•
the player who gains possession
•
the method of change in possession (for example, tackle or interception).
Limit to: •
scattergrams
•
frequency tables
•
sequential systems.
Limit to: •
motion tracking and capture devices (for example, Hawkeye, Dartfish)
•
performance-analysis software (for example, Prozone)
•
nutrition, fitness and training analysis software (for example, Bodybyte).
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Assessment statement 11.2 .2..7
Evaluate the use of information technologies in sports analysis for different sports contexts.
Obj 3
Teacher ’s notes •
Provi Pro vid des da data ta no nott ava vaiila labl ble e th thrrou ough gh traditional analysis techniques (for example, power output measurements in cycling).
•
Provides data over shorter or longer timescales example. tracking of ball trajectories(for during pitching/throwing).
•
Data is objective and accurate.
•
Processed data improves visualization and allows image comparison.
•
Feedback is immediate and efficie efficient. nt.
•
Feedback information is manageable and is specifically adjusted for individual needs.
•
Many new software technologies are relatively inexpensive.
•
Coaches need training to make effec effective tive use of, and to develop skill in, interpretation of data.
• •
Limited availability in many regions. Limited use in all situations, for example. during matches or in remote locations.
•
May lead to over-reliance on objective data.
Aim 8: Raising 8: Raising awareness of the use of technology. TOK: The use of digital technologies can have a TOK: The significant impact on skill acquisition. How do changes in technology influence ethical choices in sports?
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Topi T opicc 12: 12: Gen Genet etics ics an and d ath athle leti ticc perfor performa manc nce e (7 (7 hou hours rs)) Assessment statement 12.1.1
Outlin Outl ine e the the ro role le of ge gene ness in in the inheritance of human
Obj 2
Teacher ’s notes Limit to the following. •
characteristics.
Chromosomes are mainly made of deoxyribonucleic acid (DNA), sections of which are referred to as genes genes..
•
DNA undergoes replication as part of cell division to pass on the genes to new cells.
•
Children inherit genes from their parents via the sex cells (gametes), (game tes), with 50% from the mother and 50% from the father. Many millions of different combinations of these genes from the same parents are possible.
•
Human characteristics (or phenotype) are determined by their genes (the genotype).
•
Some characteristics are expressed developmentally by genes (for example, eye colour, gender), others also require an environmental switch (for example, height, VO2max).
Note: Students are not expected to know the structure of DNA, the mechanism of replication, or the details of meiosis. 12.1. 2
Outline ho how ge genes can influence human characteristics.
2
Limit to the following. •
Genes code for the production of proteins, which are responsible for the development of an individual.
•
Genes can be switched on or switched off depending on internal or external factors, so that characteristics influencing athletic performance can change during a person’s lifetime.
•
Multiple genes determine the measurable heritable characteristics for each individual so it is highly unlikely that a single or even a few genetic elements are associated with superior athletic performance.
Note: Students are not expected to know the mechanisms of transcription or regulation of gene expression.
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Assessment statement 12.1.3
Discuss th the rel rela ative contribution of genetic and environmental factors on performance in different sports.
Obj 3
Teacher ’s notes Charac Char acte teri rist stic icss th that at ar are e in infl flue uenc nced ed by ge gene neti tics cs include height, muscle fibre type, anaerobic threshold, lung capacity and flexibility. Environmental factors that also influence performance include physical training, nutrition, technological aids and climate. Training maximizes the likelihood of obtaining a performance level with a genetically controlled ceiling. Elite athletes can be distinguished from less wellperforming athletes with respect to both inherited (genetic) characteristics and training histories. It is presently not possible to ascertain ascert ain the relative contribution of genetics or training to elite sporting performance, and this contribution is likely to differ for different sports. TOK: Both TOK: Both environmental and genetic factors influence sporting performance. When two areas of knowledge are linked, how can we decide which has more relevance? Aim 8: Studies 8: Studies on twins have provided much scientific knowledge about the “nature versus nurture” debate, but are such studies morally acceptable?
12.1.4
Discu Disc uss th the e imp impli lica cattio ions ns of genetic screening for sports, exercise and health.
3
Consider: •
the identification of life-threatening conditions such as risk of sudden cardiac death, connective tissue disorder
•
the potential to predict susceptibility to injury and so reduce risk/improve safety for an individual athlete
•
ethical implications of involuntary exclusion from, or discrimination in, one or more sports
•
ethical implications of discrimination beyond sport, for example, in employment
•
the possibility of gene doping in the future to improve athletic performance.
Link to option B: Psychology B: Psychology of sports: Talent identification and development TOK: Genetic screening has implications for TOK: Genetic competitive sports and public health in general. Are there areas of scientific knowledge that are morally unacceptable?
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Topic T opic 13: 13: Exerc Exercise ise and and immunity immunity (6 (6 hours hours) 13.1.1
Assessment statement
Obj
Sta tatte the fu func ncttio ion n of th the e immune system.
1
Teacher ’s notes The imm The mmun une e sy syst stem em pr pro ote tect ctss th the e bo body dy fr from om infectious disease. It is involved in tissue repair and protection against potential pathogens.
13.1.2
13.1.3
Outline th the mec mechanisms the body uses in response to damage or an infectious agent.
Des escr criibe the eff effec ectts of of intense and long-term training on the immune system.
2
2
Limit to the following. •
Physical: skin, epithelial linings, mucosal secretions
•
Chemical: pH of bodily fluids, hormones and other soluble factors
•
Leucocytes: white blood cells that fight disease
•
Inflammation
•
Clotting
•
Lymphocyte and antibody production
An int nten ense se bo bout ut of ex exer erci cisse ca can cau cause se ti tisssue damage and so is accompanied by responses that are similar to those of an infection, such as: •
increase in leucocytes (dependent on the duration and intensity of exercise)
•
inflammation.
When training loads are high and and prolonged, prolonged, there tends to be a decrease de crease in innate and adaptive immune function. •
Sustained increases in levels of cortisol and adrenaline over long periods suppress the immune system.
Leucocyte numbers drop compared to sedentary people.
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Assessment statement 13.1.4
Discu Disc uss th the e rel rela ati tion onsh shiip between exercise and susceptibility to infection.
Obj 3
Teacher ’s notes Athlet Athl etes es ar are e mor more e sus susce cept ptib ible le to in infe fect ctio ions ns th than an their sedentary peers because of: •
lower leucocyte numbers caused by the stress of the exercise
• •
inflammation caused by muscle damage greater exposure to airborne bacteria and viruses because of an increased rate and depth of breathing.
The relationship between exercise intensity and susceptibility to disease can be seen as a J curve because an elite athlete has not only to be physically fit but also have an immune system able to withstand infections, even during severe physiological and psychological stress. Moderate exercise, however, is associated with reduced susceptibility to infection. 13.1.5
Descr Des crib ibe e st stra rate tegi gies es fo forr minimizing risk from infection among athletes.
2
•
Incorp Inco rpor orat atio ion n of su suffi ffici cien entt re reco cove very ry ti time me in into to training programmes.
•
Avoid close contact with people with infections.
•
Maintain oral hygiene.
•
Maintain hydration status.
•
Ensure water is pathogen-free.
•
Maintain good personal hygiene (for example, washing hands, avoiding hand-to mouth contact).
•
Maintain a suitable and varied diet.
•
Ensure sufficient sleep.
TOK: Knowledge TOK: Knowledge about infectious diseases is gained through scientific research. What constitutes an allowable level of risk for humans involved in this research?
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Syllabus
Syllabus content—Options
Option A: Optimizing physiological performance (15 hours SL, 25 hours HL) A.1 Training 5 hours
A.1.1
Assessment statement
Obj
Distinguish be between training,, overtraining and training overreaching.
2
Teacher ’s notes Tra rain inin ing g is is pe perf rfor ormi ming ng ex exer erci cise se in an or orga gani nize zed d manner on a regular basis with a specific goal in mind (cross-reference with 6.2). Overtraining is when an athlete attempts to do more training than he or she is able to physically and/or mentally tolerate. Overtraining results in a number of symptoms symp toms that are highly individualized. Overreaching is transient overtraining.
A.1.2
A.1 A. 1.3
Des escr criibe various met etho hod ds of training.
Discu Disc uss po posssib ible le in indi dica cattor orss of overtraining.
2
3
Limit to: •
flexibilityy training flexibilit
•
strength and resistance training
•
circuit training
•
interval training
•
plyometrics
•
continuous training
•
fartlek training/speed play
•
cross-training.
Limit to: •
changes to resting heart rate
•
chronic muscle soreness
•
reduced immune function and frequent upper-respiratory tract infections (coughs and colds)
•
sleep disturbance
•
fatigue
•
decreased appetite
•
sudden and unexplained decrease in performance.
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Syllabus content—Options
Assessment statement A.1.4
Discuss ho how w pe perriodiza zattion should be organized to optimize performance and avoid overtraining and injury.
Obj 3
Teacher ’s notes Period Peri odiz iza ati tion on—t —tra ran nsi sittio ion n (p (po ost st-s -sea easo son n), preparation (pre-season), competition. Knowledge of macrocycle, mesocycle and microcycle is required.
A.2 Environmental factors and physical performance per formance 6 hours Assessment statement
Obj
Teacher ’s notes
A.2. A. 2.1
Explain the rel Exp ela ationship between cellular metabolism and the production of heat in the human body.
3
A .2.2
State the normal physiological range for core body temperature.
1
A .2.3
Outline how the body thermoregulates in hot and cold environments.
2
A.2. A. 2.4 4
Discuss the signifi fica can nce of humidity and wind in relation to body heat loss.
3
A .2 .2.5
Describe the formation of sweat and the sweat response.
2
Con onssid ider erat atio ion n of of the the rol ole e of of the the sy symp mpa ath thet etic ic nervous system and the hypothalamus is not required.
A.2. A. 2.6 6
Discuss the physiolo log gica call responses that occur during prolonged exercise in the heat.
3
Limitt th Limi this is to ca card rdio iova vasc scul ular ar re resp spon onse se (cr cros osssreference with topic 2.2.8), energy metabolism* and sweating.
Discuss th the he health ri risk s associated with exercising in the heat.
3
A .2 .2.7
Includ Incl ude e co cons nsid ider erat atio ion n of of the the me mean anin ing g of of eff effic icie iency ncy with regard to energy liberation, ATP re-synthesis and heat production.
Includ Incl ude e the the pr prin inci cipl ples es of co cond nduc ucti tion on,, con conve vect ctio ion, n, radiation and evaporation. Int: The ability of people who habitually live in Int: The very cold/hot climates to tolerate these harsh conditions compared with people who live in temperate climates could be considered.
* The reduced muscle blood flow in high temperatures results in increased glycogen breakdown in the muscle and higher levels l evels of muscle and blood lactate in comparison to the same exercise performed in a cooler environment. Heat-r Heat -rel elat ated ed di diso sord rder erss inc inclu lude de he heat at cr cram amps ps,, hea heatt exhaustion and heat stroke. Because of their relatively large body surface area and immature sweat response, infants, children and young adolescents are more susceptible to complications associated with exercise performed in the heat and the cold.
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Syllabus content—Options
Assessment statement
Obj
A.2. A. 2.8 8
Outline what step epss should be taken to prevent and to subsequently treat heatrelated disorders.
2
A .2 .2.9
Describe how an an at athlete should acclimatize to heat stress.
2
Teacher ’s notes
Perfor Perf ormi ming ng tr trai aini ning ng se sesssio ions ns in sim simiila larr environmental conditions (heat and humidity) for 5 to 10 days results in almost total heat acclimatization. Initially, the intensity of training should be reduced to avoid heat-related problems in these conditions. National representative teams/sportspeople choosing to acclimatize to the conditions of a host country during a major international sporting competition could be considered. Aim 8: The 8: The cost associated with the acclimatization of athletes using environmental chambers and/or expensive overseas training facilities (science and technology drives demand) could be explored. This also raises an ethical implication that poorer nations are unable to afford such support mechanisms and so their athletes are disadvantaged in comparison to athletes from wealthier nations.
A.2. A. 2.10
Discu Disc uss th the e phys physio iolo logi gica call and metabolic adaptations that occur with heat acclimatization.
3
Includ Incl ude e inc incre reas ased ed pl plas asma ma vo volu lume me,, inc incre reas ased ed sw swea eatt response and reduced rate of muscle glycogen utilization.
A.2. A. 2.11
Outlin Outl ine e the the prin princi cipa pall mean meanss by which the body maintains core temperature in cold environments.
2
Consid Cons ider er sh shiv iver erin ing, g, no nonn-sh shiv iver erin ing g the therm rmog ogen enes esis is and peripheral vasoconstriction.
A.2. A. 2.12
Explain wh Exp why the bo bod dy surface area to body mass ratio is important for heat preservation.
3
For ex For exam ampl ple, e, ta tall ll,, hea heavy vy in indi divi vidu dual alss hav have e a sm smal alll body surface area to body b ody mass ratio, which makes them less susceptible to hypothermia.
Outlin Outl ine e the the im impo port rta anc nce e of of wind chill in relation to body heat loss.
2
A.2. A. 2.13
Small children tend to have a large body surface sur face area to body mass ratio compared to adults. This makes it more difficult for them to maintain normal body temperature in the cold. A chi chill ll fa fact ctor or cr crea eate ted d by by the the in incr crea ease se in th the e rat rate e of of heat loss via convection and conduction caused c aused by wind.
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A.2. A. 2.14
Assessment statement
Obj
Explain wh Exp why swi swim mming in cold water represents a particular challenge to the body’s ability to thermoregulate.
3
Teacher ’s notes Cons Co nsid ider er th the e the therm rmal al co cond nduc ucti tivi vity ty of wa wate terr and and ai airr. During cold-water immersion, humans generally lose body heat and become hypothermic at a rate proportional to the thermal gradient and the duration of exposure. During swimming, the effect of cold water on body heat loss is increased because of greater convective heat loss. However, at high swimming speeds, the metabolic rate of the swimmer may compensate for the increased heat loss.
A.2. A. 2.15
Discu Disc uss th the e phys physio iolo logi gica call responses to exercise in the cold.
3
Limitt thi Limi thiss to to mus muscl cle e fun funct ctio ion n and and me meta tabo boli licc responses.
A.2. A. 2.16
Descr Des crib ibe e the the he heal altth ris risks ks of exercising in the cold, including cold water. w ater.
2
Limit to to fr fro ostbite and and hyp ypo other erm mia.
A.2. A. 2.17
Discu Disc uss th the e pr prec eca aut utio ions ns that should be taken when exercising in the cold.
3
The pri The princ ncip ipal al ba barr rrie ierr is cl clot othi hing ng,, th the e amo amoun untt of insulation offered by which is measured m easured in a unit 2 called a clo (1 clo = 0.155 m K W-1). Consider the insulating effect of clothing. Consideration of exercising in water is not required.
A.3 Non-nutritional ergogenic aids 4 hours Aim 8: There 8: There are clear ethical issues in the use of performance-enhancing drugs. Assessment statement
Obj
A.3.1
Define the term ergogenic aid .
1
A.3 A. 3.2
Des escr criibe be,, with ref efer ere enc nce e to to an appropriate example, the placebo effect.
2
A .3 .3. 3
List f iv ive classes of nonnutritional ergogenic aids that are currently banned by the International Olympic Committee (IOC) and the World Anti-Doping Agency (WADA).
1
Teacher ’s notes An er ergo goge geni nicc ai aid d is an anyy su subs bsta tanc nce e or ph phen enom omen enon on that improves an athlete’s performance.
Specif Spec ific ic na name mess of of ban banne ned d sub subst stan ance cess nee need d no not be be given. Limit to: •
anabolic steroids
•
hormones and related substances
•
diuretics and masking agents
•
beta blockers
•
stimulants.
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Assessment statement
Obj
Teacher ’s notes
A.3 A. 3. 4
Discuss wh why ph pharmacolo log gica call substances appear on the list of banned substances.
3
The dis The discu cuss ssio ion n sho houl uld d fo focu cuss on th the e mor mora al obligation of athletes to compete fairly and on the safety issue around the use of these substances.
A .3 .3. 5
Discuss th the pr proposed an and
3
The Th e com combi bine ned d eff effec ects ts of tak takiing tw two o or or mor more e of of the the
actual benefits that some athletes would hope to gain by using anabolic steroids, erythropoietin (EPO), beta blockers, caffeine and diuretics. A.3 A. 3. 6
Outline the po possible harmfu full effects of long-term use of anabolic steroids, EPO, beta blockers, caffeine and diuretics.
substances need not be considered. TOK: Decisions about what constitutes an TOK: Decisions acceptable level of risk could be discussed, together with differences between different groups and their views—scientists, sportsmen, doctors and spectators. 2
Aim 8: Our 8: Our understanding of the effects, both ergogenic and harmful, of many banned substances (for example, anabolic steroids) has been hindered by the ethical concerns/problems about studying these agents in otherwise healthy individuals in randomized controlled trials.
A.4 Recovery from sports spor ts and exercise (HL only) 5 hours Assessment statement
Obj
Teacher ’s notes
A.4.1
Define active recovery .
1
Low-intensit y exercise to promote recover y either immediately after, or in the days following, an intense training session or competition.
A .4 .4.2
Outline the reasons for active recovery immediately after a training session or competition.
2
Consider: •
raised circulation rate
•
enhanced blood lactate removal
•
accelerated raising of blood pH.
Link to topic 9: Fatigue 9: Fatigue A.4 A. 4.3
A.4 A. 4. 4
Descr Des criibe the ind ndiica cattors of recovery.
Outline the impo port rta ance of planned recovery between workout sessions as part of a training programme.
2
2
Include: •
physiological indicators (for example, reduced blood lactate lact ate concentration)
•
symptomatic indicators (for example, reduced muscle soreness)
•
psychological indicators (for example, improved preparedness for the next session/ competition).
Cons Co nsid ider er th the e fi fitn tnes ess– s–fa fati tigu gue e mo mode dell of tr trai aini ning ng..
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Assessment statement A . 4. 5
Outline the use of compression garments for sports recovery.
Obj 2
Teacher ’s notes Compre Comp ress ssio ion n ga garm rmen ents ts (C (CGs Gs)) pr prov ovid ide e a me mean anss of applying mechanical pressure at the body surface, thereby compressing and supporting underlying tissue. They are relatively low cost, easy to use and are non-invasive. Although widely used across many different sports, evidence of any enhancement of recovery is inconclusive. TOK: The effectiveness of recovery interventions TOK: The is difficult to quantify and these techniques are seen by some as pseudoscience. How can we know the difference between science and pseudoscience?
A . 4. 6
Define cryotherapy .
1
Body cooling for therapeutic purposes.
A .4 .4.7
Describe cr yo yotherapy procedures used for recovery in sports.
2
Consider: •
whole body cooling (WBC)
•
cold water immersion (CWI)
• •
contrast water therapy (CWT) ice packs.
Int: Hot and cold treatments have been used for Int: Hot therapeutic purposes in various cultures across the world for centuries. A.4 A. 4.8
Discuss the us use of diff ffe erent types of cryotherapy for elite and recreational athletes.
3
Consider: •
analgesic and anti-inflammatory effec effects ts for soft tissue
•
perception of enhanced recovery rates and improved performance
•
risks associated with exposure to prolonged or extreme cold
•
costs of the different therapies.
There is pressure to maximize sporting performance, meaning that athletes often experiment with extreme interventions even if their safety and efficacy has not been established. TOK: Current recommendations for cryotherapy TOK: Current use are largely based on anecdotal rather than scientific research. What are the ethical considerations in allowing the use of these techniques?
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A.5 Training and performance at altitude alt itude (HL only) 5 hours
A .5 .5.1
Assessment statement
Obj
State th the height ra ranges for different categories of
1
altitude.
Teacher ’s notes •
Near sea level: 0 –500 m
•
Low altitude: 500–2,000 m
•
Moderate altitude: 2,000–3,00 2,000–3,000 0m
•
High altitude: 3,000–5,500 m
•
Extreme altitude: above 5,500 m
A.5.2
Define hypoxia hypoxia..
1
This is the condition in which the oxygen supply to cells is insufficient.
A.5 A. 5.3
Outline the ph phyysiologi giccal effects of altitude.
2
Decrea Decr ease sed d air air de dens nsit ityy and and so dec ecre reas ased ed oxy xyge gen n partial pressure cause hypoxia, resulting in:
A.5.4
Outline th the ef effects of of altitude on fluid balance.
2
•
respiratory responses (such as hyperventilation)
•
cardiovascular responses (such as elevated submaximal heart rate)
•
metabolic responses (for example. production of energy and lactic acid via glycolysis may be limited).
Ambien Ambi entt air air at ele eleva vate ted d alt altit itud ude e is is coo cooll bu but humidity is low, enhancing fluid loss l oss and leading to dehydration. Fluid loss is exacerbated as a result of physical activity at altitude. Altitude-induced diuresis (increased urine production) also occurs.
A.5.5
Outline altitude training.
2
This is training for endurance athletes at altitudes above 2,000 m for several weeks or months in order to gain a competitive advantage in lowl owaltitude competitions. Training at moderate or high high altitude, where the oxygen partial pressure is low, can trigger the release of the hormone erythropoietin (EPO), which stimulates increased red blood cell production.
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Assessment statement A.5.6
Evaluate the impact of altitude training for individual athletes and team sports players.
Obj 3
Teacher ’s notes Consider the fo following. •
•
Different approaches, for example: –
live hi high, tr train hi high (L (LHTH TH))
– –
live hi high, tr train lo low (L (LHT HTL L) liv li ve lo low w, tr trai ain n hig high h (L (LL LTH TH)).
Individual altitude training programmes— not all athletes benefit to the same degree from altitude training strategies. (Some athletes are non-responders to altitude.)
Performance in different sports can be affected to a different extent by altitude training. A.5.7
Evaluate the impact of altitude on sports performance.
3
Perfor Perf orma manc nce e in in dif diffe fere rent nt spo port rtss (fo (forr exa examp mple le,, endurance events such as cross-country skiing compared to high-velocity events such as cycling) may be enhanced or impaired by the following effects. •
Lower air density means drag is lower at high altitude.
•
Lower partial pressure of oxygen (pO2) causes reduced maximum aerobic capacity.
•
Projectile motion (for example, ball sports, throwing, shooting and ski jumping) is also altered by reduced air density.
TOK: High-altitude training camps are routinely TOK: High-altitude used by endurance athletes. How do we decide if a training method is ethically justified? A .5 .5. 8
Explain th Exp the ad adaptations resulting from altitude hypoxia.
3
Consider: • •
•
blood adaptations (for example, increased number of red blood cells) muscle adaptations (for example, reduced lean body mass and increased capillary density in the muscles) cardiorespiratory adaptations (for example, increase in pulmonary ventilation both at rest and during exercise). e xercise).
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Assessment statement A .5 .5.9
Distinguish be between th the symptoms of acute mountain sickness (AMS), sickness (AMS), high-altitude pulmonary edema (HAPE) edema (HAPE) and high-altitude cerebral edema (HACE). edema (HACE).
Obj 2
Teacher ’s notes AMS—d AMS— diz izzi zine ness ss,, head headac ache he,, naus nausea ea or or vo vomi miti ting ng,, shortness of breath, elevated heart rate. HAPE—accumulation of fluid in the lungs results in shortness of breath, elevated heart rate as well as coughing, wheezing while breathing and a bluish appearance to the skin. HACE—accumulation of fluid in the brain results in confusion, fever, photophobia, severe headaches, cessation of physical activities and eventually loss of consciousness.
A.5 A. 5.10
Descr Des crib ibe e ho how w to to pr pre even entt high-altitude illness for athletes.
2
•
Scre Sc reen en fo forr pr pree-ex exis isti ting ng me med dic ical al co cond ndit itio ion ns.
•
Promote hydration.
•
Ascend gradually.
•
Introduce participation in exercise gradually.
•
Use medication to prevent AMS, for example, acetazolamide (a respiratory stimulant).
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Option B: Psychology of sports spor ts (15 (15 hours SL, 25 hours HL) B.1 B. 1 Individual differences 5 hours Assessment statement B.1.1
Define the term personality .
Obj 1
Teacher ’s notes There are many definitions of personalit y; for the purpose of this course the following definition will be used. “Those relatively stable and enduring aspects of individuals which distinguish them from other people, making them unique but at the same time permit a comparison between bet ween individuals” (Gross 1992). TOK: There is significant disagreement in TOK: There personality research regarding issues of validity, reliability and sophistication of theoretical models.
B.1. 2
Discuss so social le learning theory and personality.
3
B.1.3
Discuss the inter era act ctiionist approach to personality.
3
B.1.4
Outline issues assoc ociiated with the measurement of personality.
2
Limi Li mitt to to Ban Bandu dura ra’’s (1 (1977 77)) soc socia iall lea learn rnin ing g the theor oryy.
Limit to: •
data collection (interviews, questionnaires, observing behaviour)
•
validity and reliability issues
•
ethical issues: confidentiality, use of results, predicting performance.
TOK: Issues TOK: Issues relating to measurement. B.1. 5
Evaluate the issues in personality research and sports performance.
3
Consider: •
athletes versus non-athletes
•
personality and sports type
•
predicting performance.
Refer to the positions adopted by the skeptical and credulous groups of psychologists.
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B.2 Motivation 3 hours Assessment statement B.2.1
Define the term motivation motivation..
Obj 1
Teacher ’s notes Motivation is “the internal mechanisms and external stimuli which arouse and direct our behaviour” (Sage 1974).
B.2.2
Outline the t ypes of motivation.
2
Limi Li mitt to to int intri rins nsic ic an and d ext extri rins nsic ic mo moti tiva vati tion on th theo eory ry..
B.2 .2.3 .3
Discuss th the is issues as associated with the use of intrinsic and extrinsic motivators in sports and exercise.
3
Limitt to Limi to how how ext extri rins nsic ic re rewa ward rdss inf influ luen ence ce in intr trin insi sicc motivation. Extrinsic rewards seen as controlling of behaviour. Extrinsic rewards providing information about their level of performance. Extrinsic rewards will enhance intrinsic motivation when the reward provides positive information with regard to the performer’s level of competence.
B.2 .2..4
Des escr criibe Atki kin nson’s mo model of achievement motivation.
2
B. 2. 2. 5
Outline go goal or orientation theory.
2
B.2 .2..6
Des escr criibe att ttrribution the heo ory and its application to sports and exercise.
2
Limit to: •
reasons for participation (achievement goals)
•
differing meanings that success or failure has for the performer per former (task versus outcome orientation).
Limitt to Limi to Wei Weine ner’ r’ss cla classsi sifi fica cati tion on fo forr cau causa sall attributions. •
Locus of stability
•
Locus of causality
•
Locus of control
•
Self-serving bias
•
Learned helplessness
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B.3 Mental preparation for sports 4 hours Assessment statement
Obj
B.3.1
Define the term arousal .
1
B. 3. 3. 2
Describe th the th theoretical approaches to arousal.
2
Teacher ’s notes
Limit to: • drive reduction theory •
inverted-U hypothesis
•
catastrophe theory.
B.3 B. 3.3
Draw and label a graphica call representation representat ion of the arousal– performance relations relationship. hip.
1
Refe Re ferr to the th theo eorrie iess of ar arou ousa sall in B. B.3. 3.2. 2.
B.3 .3..4
Discuss the emotions that may influence an athlete’s performance or experience in a physical activity.
3
Partic Part icip ipat atio ion n in in spo sport rtss an and d ex exer erci cise se in infl flue uenc nces es a range of participant emotions em otions such as depression, anxiety and pleasure. Limit to a discussion of the emotions that may be prevalent in physical p hysical activity. This may include:
B.3.5
Define the term anxiety.
1
B.3.6
Distinguish be between cognitive and cognitive and somatic anxiety .
2
B.3.7
Distinguish be between trait and state anxiety .
2
B. 3. 3. 8
Evaluate how anxiet y is measured.
3
•
positive emotions such as excitement, relief, pride
•
negative emotions such as anger, guilt, shame, anxiety, boredom
•
specific emotions that have a discrete effect on performance (for example, a negative mood is more likely to prime us to remember negative memories of past failures, and thus reduce our feelings of confidence to perform; similarly, a positive mood is more likely to prime us to remember positive previous outcomes, and increase our confidence to perform).
Limit to: •
trait anxiety: Sport Competition Anxiety Test (SCAT)
•
state anxiety: Competitive State Anxiety Inventory-2 (CSAI-2R) (CSAI-2R)..
TOK: Issues TOK: Issues relating to measurement.
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Assessment statement B.3 .3..9
Des escr criibe the stress process in sports.
Obj 2
Teacher ’s notes Define Defi ned d as as a sub subst stan anti tia al imb imbal ala anc nce e bet betwe ween en th the e demand (physical and/or psychological) and response capability, under conditions where failure to meet that demand has important consequences. Include: •
causes of stress (environmental demand)
•
stress response (person’s reactions)
•
stress experience (psychological interpretation)
•
actual behaviour (outcome) (outcome)..
B.4 Psychological skills training 3 hours The com pe petit titive ive pro ces cesss is com compl plex ex and mul tif ace ted . A pe perf rform orm er is af fe fect cted ed by a ran ge of fa fact ctors ors (personality, motivation, arousal, emotional effect). One aim of a sports psychologist is to manipulate these factors to enhance optimal performance. This section examines several fundamental interventions and evaluates their benefits and limitations. Assessment statement B.4.1
Discuss psy psyccholo log gica call ski skillls training (PST).
Obj 3
Teacher ’s notes Refers Refe rs to th the e sys syste tema mati ticc and and co cons nsis iste tent nt pr prac acti tice ce of mental or psychological skills. Include the following issues. PST: •
is not just for elite athletes
•
is not just for problem athletes
•
does not provide quick-fix solutions.
Consider the three phases of a PST programme: • education
B.4.2
Outline goal setting.
2
•
acquisition
•
practice.
Include: •
associated with enhancing self-confidence and motivation
•
SMARTER (specific, measurable, achievable, realistic, time, evaluate, review) goals
•
types of goals (outcome, performance, process).
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B.4.3
Assessment statement
Obj
Evaluate mental imager y.
3
Teacher ’s notes Associated with concentration enhancement, selfconfidence, skill acquisition, emotional control, practice strategy and coping with pain and injury. Include:
B.4.4
Outline relaxation techniques.
2
•
external and internal imagery
•
protocol for imagery interventions.
Associ Asso ciat ated ed wi with th ar arou ousa sall re regu gula lati tion on,, re redu duci cing ng somatic and cognitive anxiety. Include:
B.4. B. 4.5 5
Outl Ou tlin ine e se self lf-t -tal alkk tec echn hniq ique ues. s.
2
•
progressive muscular relaxation (PMR)
•
breathing techniques
•
biofeedback.
Associ Asso cia ated wi with th co conc ncen entr tra ati tion on,, at atte tent ntio ion, n, cognitive regulation and motivation enhancement. Include: •
positive and negative self-talk
•
thought stopping.
B.5 Talent identification and development (HL only) 5 hours Assessment statement
Obj
Teacher ’s notes
B. 5. 5.1
Outline the term talent .
2
Tal alen entt is is a mu mult ltid idim imen ensi sion onal al co conc ncep eptt ide ident ntifi ified ed by characteristics that are only partially genetically determined. It involves psychological as well as physiological, motor, sociological and environmental factors.
B.5.2
Distinguish be between talent identification (TI) identification (TI) and multidimensional talent identification and development (TID) (TID) processes.
2
(Tradi (Tra diti tion onal al)) Tal Talen entt ide ident ntif ific icat atio ion n (TI) (TI) pr proc oces esse sess include: •
subjective assessments
•
objective testing that may be physiological (such as aerobic capacit y, anaerobic power, speed and strength), anthropometric (such as height, weight, body composition) and performance-based (such as skill and agility).
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Assessment statement
Obj
Teacher ’s notes Multidimensional talent identification and development (TID) recognizes that talent also evolves as a result of an athlete actively interacting with the environment and having the resilience to cope with the challenges and setbacks they encounter. The evolution of talent can be facilitated through the application of psychological behaviours psychological behaviours that include: •
mental imagery
•
realistic goal setting
•
effec tive evaluation of performance/selfeffective evaluation
•
self-reinforcement
•
training to a high intensity (outside comfort zone)
•
handling failure
•
performance arousal and control.
Multidimensional TID incorporates the following. •
Monitoring an individual’s progress and behaviour during a development programme over time. time. The ability to adapt is a key feature of true elite athletes and is unlikely to be identified identifie d by snapshot observations.
•
Balancing weaknesses in one area and strengths in other areas (for example, height and speed as well as dedication and commitment when faced with adversity in basketball).
•
Providing athletes with opportunities to develop psychological behaviours along behaviours along with sport-specific skills over skills over long periods of time that facilitate progress from one stage of development to another. (See the stages of development in B.5.3 below.)
Aim 8: Discuss 8: Discuss how the effect of maturation makes prediction of adult performance from adolescent data difficult. TOK: There is a significant disagreement in TID TOK: There research owing to the complexity of talent: many key performance determinants in sports are not fixed and are not easily measurable. How can we decide which ways of knowing are most reliable when seeking to answer questions?
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Assessment statement B. 5. 5. 3
Explain the evolution Exp of talent for athlete development.
Obj 3
Teacher ’s notes Bloom Bloo m (1 (198 985 5) and and Cot ote e (1 (199 999 9) sug sugge gest st th that at the four stages of development that development that an elite performer is likely to progress through are as follows. 1.
Initiation stage
2.
Development stage
3.
Mastery stage
4.
Maintenance (perfec (perfection) tion) stage
Different psychological behaviours (such as coachor parent-led versus self-determined motivation) and sports participation goals (such as enjoyment, skill development or performance mastery) will vary according to the athlete’s stage. The existe existence nce of of stages stages sugges suggests ts that that as athlet athletes es encounter opportunities opportunities (such (such as the opportunity to train with a specialist coach, increase in hours of deliberate practice), obstacles obstacles (such (such as an injury) and progressions (such progressions (such as transition transition to the next stage of development), many aspects of their performance development), may become unstable. The devel developin oping g athlete athlete uses psyc psycholog hological ical behaviours to cope with these unstable periods. These beha behaviou viours rs are are key key to to conti continued nued dev developm elopment ent of the individual and consistent production of worldclass performances by elite athletes. B.5 .5..4
Outline talen entt transf sfe er for elite athletes changing to a second sport.
2
Tal alen entt tra trans nsfe ferr is a re redu duct ctio ion n or ce cess ssat atio ion n of participation in one sport in order to pursue another sport that involves similar skills or physiological requirements. •
It may be prompted by injury, a plateau in performance, loss of motivation or retirement.
•
It may be initiated by the athlete or coordinated by a sporting organization.
•
It commonly prolongs an athlete’s sporting career and can lead to greater success than that in the first sport.
Progress through the stages of development in the new sport is usually rapid because the athlete: •
has the capacity to use psychological behaviours to respond to challenges
•
can exploit existing physiological traits and motor skills
•
has improved motivation.
Examples include changes from sprinting or cycling to winter sports such as skeleton luge or bobsleigh, and changes from gymnastics to diving or pole vaulting.
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B.6 Self-determination theory and self-regulated learning (HL only) 5 hours Assessment statement B.6.1
Des escr criibe sel elff-d -de etermination theory (SDT).
Obj 2
Teacher ’s notes Self-d Self -det eter ermi mina nati tion on th theo eory ry (S (SDT) des descr crib ibes es how the level and the amount of energy that athletes devote to learning activities is a dynamic continuum characterized by a balance between: •
autonomy—making one’s own decisions about what we do and being in control of ourselves and our behaviours (for example, training because you want to, not because bec ause someone says you should)
•
competence—feeling able to accomplish a task (for example, completing a crosscountry run without having to stop for a rest)
•
relatedness—the feeling of a shared experience with others, of belonging to and being accepted by a group (for example, being part of a basketball team).
B.6.2
Describe s el elf-regulated learning (SRL).
2
Self-r Self -reg egu ula latted le lear arni ning ng (SRL RL)) ref refer erss to to the the processes that assist learners in managing their own thoughts, behaviours and emotions in order to control their own learning experiences. SRL encourages athletes to become more independent in their learning and so enhances learning outcomes. Athletes exert this control by planning and regulating their own actions towards their learning goals. There are four interdependent cyclical phases (Pintrich 2000) through which an athlete manages their progression. 1.
Forethought phase (goal-setting and planning)
2.
Monitoring phase (tracking progress and awareness of current performance in relation to goals)
3.
Control phase (adapting learning strategies to better complete the task)
4.
Reflec tion phase (evaluating performance Reflection with respect to goals and the effectiveness of the chosen strategy)
Self-reflections influence athletes’ future planning/goals, prompting the cycle to begin again.
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Assessment statement B.6. 6.3 3
Discuss the rel ela ationship between self-regulated learning and motivation in sports.
Obj 3
Teacher ’s notes Motiva Moti vati tion on is a cri criti tica call fac facto torr in in the the se self lf-r -reg egul ulat ated ed learning framework. Forethought (planning) phase •
Athletes who do not see value in tasks are less likely to spend much time setting goals and planning strategies.
•
Higher self-eff icacy beliefs increase the use of self-regulation strategies.
Monitoring phase •
Intrinsic motivation affect affectss level of effort in completing tasks and use of self-regulation strategies.
Reflection phase •
An athlete’s causal attributions (factors athletes attribute to their success or failure) affect whether or not they choose to engage in an activity and utilize self-regulation strategies for similar future activities.
Athletes who are motivated to learn are more likely to invest the time and energy needed to learn and apply SRL skills. Similarly, athletes who are able to successfully employ self-regulation strategies often become more motivated to complete learning tasks.
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Option C: Ph Physical ysical activity activit y and health (1 (15 hours SL, 25 hours HL) C.1 C. 1 Hypokinetic disease 1.5 hours Assessment statement
Obj
C.1.1
Distinguish be between th the terms habitual physical activity , exercise exercise,, sports sports and and physical fitness. fitness.
2
C.1.2
Define the term hypokinetic disease.. disease
1
C.1. 3
Outline the following hypokinetic diseases: coronary heart disease, stroke, hypertension,
2
Teacher ’s notes
Hypoki Hypo kine neti ticc dis disea ease se is a di dise seas ase e ass assoc ocia iate ted d wi with th physical inactivity.
obesity, type 2 diabetes and osteoporosis. C.1.4
Discuss how studies of different populations provide evidence of the link between physical activity and hypokinetic disease.
3
Int: Consider how various populations have Int: Consider changed their lifestyles from one of high physical activity (traditional, agricultural-based living) to one of low physical activity (“westernized” living).
C.1.5
Discuss the rel ela ationship between major societal changes and hypokinetic disease.
3
Example Examp less of ch chan ange gess in incl clud ude e the the pr prol olif ifer erat atio ion n of the motor vehicle, changes in employment and working patterns, and changes in diet such as the rise of fast food.
C.2 Cardiovascular disease 3 hours
Assessment statement
Obj
Teacher ’s notes
C. 2.1
Outline th the co coronar y circulation.
2
Left an Left and d rig right ht co coro rona nary ry ar arte teri ries es,, cir circu cumf mfle lexx art arter eryy and left anterior descending artery should be identified.
C.2 C. 2.2
Outline what is mea ean nt by the term atherosclerosis.
2
A det detai aile led d exp expla lana nati tion on of th the e pro proce cess sses es le lead adin ing g to to atherosclerosis is not required. The general idea that an artery becomes damaged and blocked with cholesterol and other material (the formation of atherosclerotic plaque) is sufficient.
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Assessment statement C.2 C. 2.3
C.2 C. 2. 4
List the major ri risk fa fact cto ors fo forr cardiovascular disease.
Explain the conc Exp nce ept of risk factors in cardiovascular disease.
Obj 1
3
Teacher ’s notes Limit to: •
cigarette smoking
•
high blood pressure (hypertension)
•
high cholesterol and LDL-cholesterol
•
low HDL-cholesterol
•
diabetes
•
obesity
•
physical inactivity
•
age
•
gender
•
ethnicity
•
family history.
Consid Cons ider er th the e ind indiv ivid idua uall and and ac accu cumu mula lati tive ve eff effect ectss (that is, the effects of having one risk factor versus a cluster) of the major risk factors for cardiovascular disease. TOK: The distinction between correlation and TOK: The cause could be made here, and the need for carefully controlled experiments to test whether a correlation is the result of a causal link. link . An interesting discussion is whether physical inactivity is causal or correlative. Aim 8: An 8: An interesting topic for consideration is the validity of animal experimentation as a part of the process of uncovering the causes of disease in humans and in the development of new pharmacological treatments. Int: This is clearly a good opportunity to consider Int: This differences in cardiovascular disease risk in different populations. There are many examples where different ethnic groups appear to vary in their susceptibility to cardiovascular disease and this could be considered from the perspective of genes (nature) versus lifestyle (nurture). Aim 7: Use of sophisticated imaging techniques and technologies could be mentioned here. For example, use of magnetic resonance imaging (MRI) and gamma cameras for capturing information about the extent and anatomical positioning of atherosclerotic plaque.
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Assessment statement C. 2. 2. 5
Discuss ho how a lifest yl yle of of physical inactivity increases the risk of cardiovascular c ardiovascular disease.
Obj 3
Teacher ’s notes Discus Disc ussi sion on of th the e ph phys ysio iolo logi gica call me mech chan anis isms ms is not required (for example, why inactivity “causes” high blood pressure). Emphasis should be on the concept that people who are physically inactive are more likely to have risk factors fac tors for cardiovascular disease. High blood pressure, obesity, type 2 diabetes and low HDL-cholesterol should be considered.
C.3 Physical activity and obesity 2 hours
C. 3.1
Assessment statement
Obj
Describe how obesity is is determined.
2
Teacher ’s notes Obesit Obes ityy is, is, by de defi fini niti tion on,, an an exc exces esss of bo body dy fa fatt but but,, in reality, obesity is determined using indirect measurements of body fat, for example, body mass index (BMI) and waist girth. The description should be restricted to these two techniques. The BMI values that define normal weight, overweight and obesity are widely accepted. Waist girth values that define abdominal obesity are genderand ethnicity- specific and reflect different levels of disease risk in obesity. Int: BMI is the most widely used method of Int: BMI measuring obesity, yet its limitations as a measure of “fatness” are well known. The World Health Organization (WHO) cut-off points for underweight, overweight, obesity and fat distribution may need revision because the relationship between body mass index and body composition, and between indices of fat distribution and the actual amount of visceral v isceral fat, differ across ethnic groups. Aim 8: Obesity, 8: Obesity, particularly childhood obesity, ob esity, is associated with social stigmatization and bullying. This raises an ethical issue around the routine, large-scale screening for obesity. Aim 7/Aim 8: Sophisticated 8: Sophisticated imaging techniques such as computed tomography (CT), MRI and dual energy X-ray (DXA) provide state-of-the-art methods for measuring body fat. f at. However, they are costly, not widely available and, in the case of CT and DXA, expose the individual to radiation.
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C. 3. 3. 2
Assessment statement
Obj
Outline th the ma major he health consequences of obesity.
2
Teacher ’s notes Limit to: •
cardiovascular disease and hypertension
•
type 2 diabetes
•
osteoarthritis
•
respiratory problems
•
some cancers such as bowel cancer.
Consideration of the effects of age, gender and ethnicity is not required. C. 3. 3. 3
Discuss the concept of energy balance.
3
Energy Ener gy ba bala lanc nce e is is af affe fect cted ed ma main inly ly by fo food od in inta take ke,, resting metabolic rate and physical activity. Consider the effects of positive and negative energy balance on body weight and composition.
C.3 C. 3.4
Outline how che chem mica call si signals arising from the gut and from the adipose tissue affect appetite regulation.
2
Only a simple ac account is is ex expect cte e d. Hormones are produced by the stomach and small intestine after eating, and by adipose tissue (leptin). These pass pass to an an appetite appetite control control centre centre in the the brain that regulates feelings of hunger and satiety. TOK: Leptin was first discovered in mice and led to TOK: Leptin the expectation that obesity could be “cured”. Later discoveries in humans have shown that this initial expectation was misplaced. This is a good example of how scientific discoveries can sometimes be taken out of context by the media and lead to false hope by individuals affected by certain conditions.
C.4 Physical activity and type 2 diabetes 2 hours Assessment statement C.4.1
Compare type 1 and t yp ype 2 diabetes.
Obj 3
Teacher ’s notes Typ ype e 1 dia iabe bettes is an aut autoi oimm mmu une di diso sorrde derr resulting in the destruction of the insulinproducing cells of the pancreas. It usually manifests in young people. Type 2 diabetes is a disease of insulin insulin resistance, particularly in skeletal muscle, and is highly related to obesity and older age. Past terms for these disorders include insulindependent and non-insulin-dependent diabetes (IDDM and NIDDM); these terms are no longer used. Consider also the way in which diabetes is treated: type 1 with insulin; type 2 with diet and exercise, oral medication and/or insulin. Other less common forms of diabetes do not need nee d to be discussed. Cross-reference topic 3.2.4.
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Assessment statement C.4 C. 4.2
Discuss th the ma major ri risk fa fact cto ors for type 2 diabetes.
Obj 3
Teacher ’s notes Limit to: •
obesity
•
physical inactivity
•
a diet high in saturated fat
•
and family history.
TOK: The nature of risk factors and the difficulties TOK: The of making decisions about the relative influence of nature and nurture could be discussed. Int: There are clear differences in susceptibility Int: There to type 2 diabetes, with some populations having higher rates of incidence. For example, exampl e, the experience of the Pima Indians is welldocumented. This could lead to a wider consideration of the diversity in human societies combined with the need for parity of esteem. Aim 8: Ethical 8: Ethical and economic decisions as to who should be treated, that is, the blood blo od glucose level at which diabetes is diagnosed, could be considered. C.4 C. 4.3
Outline the he hea alth risks of diabetes.
2
Limit to: •
blindness
•
kidney disease
•
nerve damage
•
cardiovascular disease.
C.5 Physical activity and bone health 2.5 hours Assessment statement
Obj
C. 5. 5.1
Outline ho how bo bone de densit y changes from birth to old age.
2
C. 5.2
Describe the risk of osteoporosis in males and females.
2
C. 5.3
Outline the longerterm consequences of osteoporotic fractures.
2
Teacher ’s notes Bone de Bone dens nsit ityy inc incre reas ases es fr from om bi birt rth h to to ar arou ound nd 35 35–4 –45 5 years of age. Typically Typically,, females achieve a lower peak bone density than males. From this age onwards bone density decreases.
Limit to: •
loss of independence
•
development of secondary complications as a result of long-term hospitalization and pneumonia.
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Assessment statement C.5 C. 5.4
C.5 C. 5.5
Discuss th the ma major ri risk fa fact cto ors for osteoporosis.
Discuss the rel ela ationship between physical activity and bone health.
Obj 3
3
Teacher ’s notes Limit to: •
lack of dietary calcium
•
cigarette smoking
•
slim build (ectomorphy)
•
lack of estrogen associated with early menopause and female triad (athletic amenorrhea)
•
physical inactivity.
Weight Weig ht-b -bea eari ring ng ph phys ysic ical al ac acti tivi vity ty is es esse sent ntia iall for for bone health but, in some cases, intense training in weight-conscious athletes gives rise to low body weight/body fat and eating disorders, leading to menstrual dysfunction and bone demineralization (osteoporosis). (osteoporosis ). Changes in bone density are sitespecific and resistance training results in greater changes than endurance training. Consideration of the importance of weight-bearing exercise in children should be given.
C.6 Prescription of exercise for health 1.5 hours Assessment statement
Obj
Teacher ’s notes
C.6. C. 6.1
Outline physica call act ctiivity guidelines for the promotion of good health.
2
Int: Consider current World Health Organization Int: Consider (WHO) recommendations for minimal levels of physical activity in the promotion of good health.
C .6 . 2
Describe the aims of exercise in individuals with a hypokinetic disease.
2
Limit to:
C.6. C. 6.3 3
Discu Disc uss th the e po potten enti tia al ba barr rrie iers rs to physical activity.
3
•
to make the most of limited functional
•
capacities to alleviate or provide relief from symptoms
•
to reduce the need for medication
•
to reduce the risk of disease reoccurrence (secondary prevention)
•
to help overcome social problems and psychological distress.
Limit to: •
uncontrolled disease state (unstable angina, poorly controlled diabetes, uncontrolled hypertension)
•
hazards of exercise (for example, cycle and swimming accidents)
•
musculoskeletal injuries
•
triggering of other health issues (for example, heart attack, respiratory tract infections).
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C.7 Exercise and psychological well-being 2.5 hours Assessment statement
Obj
Teacher ’s notes
C.7.1
Define the term mood .
1
A state of emotional or af fective arousal of varying, and not permanent, duration. Feelings of elation or happiness lasting several hours or even a few days are examples of mood.
C.7.2
Outline th the ef effects of of exercise on changing mood states.
2
Aim 8: Limit 8: Limit to:
C.7.3
Outline ho how ex exercise enhances psychological wellbeing.
2
•
research suggests exercise is one of the most effective methods of alleviating a bad mood
•
research supports the use of exercise in modifying fatigue, anger, anxiety, depression, and enhancing the positive moods of vigour, clear thinking, energy, alertness, increased sense of well-being.
No sin ingl gle e the theor oryy exp expla laiins th the e pro proce cesss fu full llyy. It is likely that an interaction between both physiological and psychological factors underpin the process. Limit to: •
physiological—increases in cerebral blood flow, changes in brain neurotransmitters (norepinephrine, endorphins, serotonin) se rotonin),, increase in maximal oxygen consumption and delivery of oxygen to cerebral tissues, reductions in muscular tension, structural changes in the brain
•
psychological—distraction from daily hassles and routine, enhanced feeling of control, feeling of competency, positive social interactions, improved self-concept and self-esteem.
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Assessment statement C.7 C. 7.4
Explain the role of ex Exp exer erccise in reducing the effects of anxiety and depression.
Obj 3
Teacher ’s notes Limit to: •
anxiety reduction—acute effec effects ts of exercise on state anxiety, compounding effect of intensity and duration of exercise, chronic effects of exercise on trait anxiety
•
C.7 C. 7.5
Discuss po pottential pe pers rso onal
3
and environmental barriers to physical activity.
Disc Di scus usssio ion n sho houl uld d be ba base sed d on ex exer erci cise se adherence, limited to: • personal factors
•
C.7.6
Describe st strategies fo for enhancing adherence to exercise.
depression reduction—note this is a clinical condition treated by medication. Exercise has been seen to play a significant role in alleviating depression although it is a correlational relationship; no causal link has been established. Include the nature of the exercise programme (enjoyable, aerobic or rhythmic, absence of interpersonal competition, closed and predictable environment, moderate intensity, 20–30 minutes several times a week).
2
–
demographic va variables
–
cognitive va variables
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past behaviours
environmental factors –
social environment
–
physical environment
–
time
–
char ch aract acter eris isti tics cs of ph phys ysic ical al act activ ivity ity off offer ered ed
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leader qualities
–
social soci al an and d cul cultu tura rall nor norms ms wi with thin in va vari riou ouss ethnic groups.
Aim 8: Limit 8: Limit to: •
environmental approaches—prompts, contracting, perceived choice
•
reinforcement approaches—rewards for attendance and participation, external feedback, self-monitoring
•
goal-setting and cognitive approaches— associative versus dissociative focus during exercise
•
social support approaches—ro approaches—role le of significant others (spouse, family members, friends), including joining in, adjusting routines, transportation,, providing equipment. transportation
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Assessment statement C.7.7
Outline th the po possible negative aspects of exercise adherence.
Obj
Teacher ’s notes
2
Aim 8: Limit 8: Limit to: •
negative addiction to exercise—life choices and relationship issues
•
symptoms of negative exercise— stereotyped pattern with a regular schedule of once or more daily, increased priority of exercise, negative mood affect with withdrawal, increased tolerance to exercise, subjective awareness of compulsion to exercise.
C.8 Public health (HL health (HL only) 4 hours Assessment statement C.8.1
Distinguish be between
Obj 2
non-communicable and non-communicable and communicable diseases. diseases.
Teacher ’s notes NonNo n-co comm mmu uni nica cabl ble e dis disea ease sess ar are no not pa pass ssed ed from person to person. They are usually of long duration and slow progression. Examples include cardiovascular diseases, skin cancer, some chronic respiratory diseases and diabetes. Communicable diseases are caused by an infectious agent or its toxins, which pass by direct or indirect transmission from person to person or via an animal, vector vec tor or the inanimate environment. Examples include pneumonia, malaria and influenza. Int: The relative importance of communicable and Int: The non-communicable diseases varies in different parts of the world.
C.8.2
Outline population attributable risk (PAR).
2
Popula Popu lati tion on at attr trib ibut utab able le ri risk sk (P (PAR AR)) is is a ca calc lcul ulat atio ion n of the percentage or proportion of public health burden that is caused by a par ticular risk factor, for example, smoking or physical inactivity. PAR indicates the proportion of deaths or illnesses that would not occur if the risk factor fac tor was removed. For example, a PAR for lung cancer deaths associated with moderate smoking calculated as 52% means that 52% of lung cancer deaths would not not occur occur if people in the population did not smoke. The usefulness of the calculation is based on the assumption of a causal link between the risk factor and health problems.
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Assessment statement C.8. 3
Outline the use of population attributable risk (PAR) for prioritizing public health initiatives.
Obj 1
Teacher ’s notes Limitt to Limi to co coro rona nary ry he hear artt dis disea ease se (C (CHD HD)) and and ca canc ncer er,, and their correlation with risk factors such as physical inactivity, smoking and obesity. obesit y. Int: Consider Int: Consider different uses of PAR values in different parts of the world. TOK: How does public perception of TOK: How health influence scientific progress and the implementation of public health policies?
C . 8 .4
Explain th Exp the re relationship between moderate exercise and health.
3
Consider the fo following. •
Walking is associated with lower risk of mortality, CHD/cardiovascular disease (CVD) and type 2 diabetes owing to: –
impr im pro oved me meta tabo boli licc ra rate tess and and VO2max
–
incr in crea ease sed d en ener ergy gy ex expe pend ndit itu ure
–
impr im pro ove ved d pla plassma li lipi pid d pr prof ofiile less
– –
decreased ad adiposit y dec ecrreased bloo ood d pressure
–
redu re duce ced d ri risk sk of sk skel elet etal al in inju juri ries es..
Int: Walking has been a feature of the lifestyle in Int: Walking many cultures for many years. C.8. C. 8.5 5
Outline the ca cau uses of su sudden cardiac death (SCD) in athletes.
2
Sud Su dde den n ca card rdia iacc dea death th (SCD) is is rel rela ate ted d to to:: •
underlying medical history (for example, genetic disorders such as hypertrophic cardiomyopathy (HCM))
•
intensity of exercise
•
habitual weekly exercise.
TOK: Electrocardiogram screening has been used TOK: Electrocardiogram to assess the risk of SCD, but there is no agreement on the effectiveness of this technique. How can we know if evidence is valid for use in making predictions?
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C.9 Injury and hazards (HL only) 6 hours Assessment statement
Obj
Teacher ’s notes
C.9.1
Define musculoskeletal injuries.. injuries
1
Muscul Musc ulo osk skel elet etal al in injjur urie iess co cover erss a ra rang nge e of of disorders involving muscles, bones, tendons, blood vessels, nerves or related soft tissue including sprains, strains and inflammation.
C.9.2
Distinguish be between compression,, tension compression tension and and shearing injuries. shearing injuries.
2
Com ompr pres essi sion on:: Com Compa pact ct inj injur uryy to to a spe speci cifi ficc bod bodyy part that causes bleeding, superficial or deep tissue bruising, broken bones or joint injuries (for example, colliding with another player or equipment). Tension: Injury that occurs when a tissue is Tension: stretched beyond its normal limits (for example, when landing from a jump). Shearing: Friction injury caused by two surfaces rubbing together (for example, contact between the skin and the ground), which can also affect other connective tissues, such as cartilage.
C.9.3
Distinguish be between acute acute and chronic injuries. injuries.
2
Acute Acut e inj injur urie ies: s: Th Thes ese e occ occur ur su sudd dden enly ly as a res resul ultt of a specific injury mechanism (for example, fractured wrist, anterior cruciate ligament tear, concussion). Chronic injuries: These develop over a period of several weeks and are often caused by repetitive activity (for example, e xample, tennis elbow, shin splints).
C.9 C. 9.4
Outline the typ type es of in injuries common in different sports.
2
Consider the fo following. •
Lower limb injuries represent the highest percentage of injuries to athletes in many sports, for example, football, running and skiing.
•
Types of lower limb injuries include meniscus tears, tendinosis, sport-induced osteoarthritis, muscle strains and ligament sprains.
•
Spinal injuries, including fractures, occur in sports such as diving, gymnastics and horse riding.
•
Head injuries such as concussion can occur in cycling and rugby.
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Assessment statement C.9 C. 9.5
C.9.6
C.9.7
Outline the common ca cau uses of running-related injuries.
Explain ho how risk s and hazards of exercise can be reduced.
Evaluate th the be benef it its an and hazards of exercise with regard to health.
Obj 2
Teacher ’s notes Cons Co nsid ider er ru runn nnin ing g in in a va vari riety ety of sp spor orti ting ng co cont ntext exts. s. Injuries can be caused by impact and repetition of the same movement (overuse injury) but other factors might include:
3
3
•
rapid increase in training distance or intensity
•
running surface
•
footwear
•
previous injuries
•
running experience
•
biomechanical imbalance
•
twists and turns.
Risk an Risk and d ha haza zard rd pr prev even enti tion on st stra rate tegi gies es ar are e sp spor orts ts-specific and may differ according to the individual athlete. They include: • •
regular moderate exercise protective equipment
•
regular health and wellness evaluations with a medical professional
•
injury prevention strategies (for example, correct warm-up and cool-down, and stretching routines)
•
injury prevention education for coaches, referees and athletes.
Consider the fo following. •
The risk associated by strenuous exercise may be outweighed by the benefits of physical activity.
•
There is evidence that habitual, moderate to vigorous exercise protects against CHD.
•
Some forms of moderate exercise, such as jogging, walking and cycling, also pose a risk of injury through collisions with vehicles and falls.
Link to topic 13: Exercise 13: Exercise and immunity
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Option D: Nutrition for sports, exercise and health (15/25 hours) D.1 Digestion and absorption 3 hours Assessment statement D.1.1
D.1.2
Outline the fea eattures of the the principal components of the digestive system.
Sta tatte the the ty typ pica call pH values found throughout the digestive system.
Obj 2
1
Teacher ’s notes Limit to: •
mouth—mechanical digestion and chemical digestion
•
esophagus—peristalsis action
•
stomach—rugae, lumen, mucous coating
•
small intestine—villi and microvilli increase area for absorption
•
large intestine—water balance, vitamin absorption
•
pancreas—production of enzymes
•
liver—production of bile
•
gall bladder—storage of bile.
Mouth: 5.5 to 7.5 Stomach: 1.0 to less than 4.0 Small intestine: 6.0 to 8.0
D.1. 3
Describe th the fu funct ctiion of of enzymes in the context of macronutrient digestion.
2
Limitt to Limi to the theiir rol role e as as a ca cata taly lyst st,, tha thatt the theyy ar are proteins themselves (thus activity is highest under optimum conditions of temperature and pH), and that each reaction requires a specific enzyme.
D.1.4
Explain the need for enzymes in digestion.
3
Referr to the ne Refe need ed fo forr inc incrrea eassin ing g the the ra rate te of digestion at body temperature.
D.1. 5
List th the en enz ym ymes th that ar are responsible for the digestion of carbohydrates, fats and proteins from the mouth to the small intestine.
1
Carboh Carb ohyd ydra rate tes: s: sa sali liva vary ry am amyl ylas ase, e, pa panc ncre reat atic ic amylase Fats: pancreatic lipase Bile is produced by the liver and is involved in the digestion of fats. Proteins: pepsin, trypsin
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Assessment statement D.1.6
Des escr criibe the ab absorptio ion n of of glucose, amino acids and fatty acids from the intestinal lumen to the capillary
Obj 2
network.
Teacher ’s notes Gluco Gluc ose se,, fa fatt ttyy aci acid ds and and am amiino ac acid idss cr cros osss the the brush-border membrane, pass through the cytosol of the absorptive cell and cross the basolateral membrane before entering the capillary network net work (glucose and amino acids) or the lymphatic system (fats). Consideration of more complex processes such as the re-esterification of fatty acids, and consideration of fatty acid binding proteins (apolipoproteins and chylomicrons) is not required. Consideration of specific amino acid transporters, glucose transporters and the sodium–glucose co-transporter are also not required at this level.
D.2 Water and electrolyte balance 4 hours Assessment statement D.2.1
D.2 .2.2 .2
State the reasons why humans cannot live without water for a prolonged period of time.
Sta tatte wher ere e ex exttracellular fluid can be located
Obj 1
1
throughout the body.
D.2 .2.3 .3
Compare wa water di distribution in trained and untrained individuals.
3
D.2 .2..4
Explain that homeo Exp eost sta asis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.
3
Teacher ’s notes Water: •
is the basic substance for all metabolic processes in the body
•
regulates body temperature
•
enables transport of substances essential for growth
•
allows for the exchange of nutrients and metabolic end products.
Exttracellular f lu Ex luid includes: •
the blood plasma and lymph
•
saliva
•
fluid in the eyes
•
fluid secreted by glands and the digestive tract
•
fluid surrounding the nerves and spinal cord
•
fluid secreted from the skin and kidneys.
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Assessment statement D.2 .2.5 .5
Explain the Exp the role less of of th the lo loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the
Obj 3
blood.
Teacher ’s notes When bo When body dy fl flui uid d le leve vels ls ar are e lo low w, re rece cept ptor orss in th the e hypothalamus are stimulated. The hypothalamus stimulates the pituitary gland to release ADH. ADH acts on the kidneys, increasing water permeability of the renal tubules and collecting ducts, leading to increased re-absorption of water.
D.2 .2..6
Des escr criibe how the the hydration status of athletes can be monitored.
2
Consid Cons ider er ho how w ath athle lete tess mon monit itor or ur urin ine e col colou ourr, uri urine ne osmolarity and variation in body mass loss.
D.2.7
Explain why endurance Exp athletes require a greater water intake.
3
Aim 8/TOK: While 8/TOK: While increased water intake is a widely recognized and accepted method of minimizing dehydration during endurance events, recent reports in the literature of hyponatremia have alerted people to the harmful, life-threatening consequences of consuming too much low osmolality fluid. Some scientists have questioned the scientific process behind current recommendations for fluid replacement by suggesting that much of the research has been funded by the sports drink industry, which has a vested interest.
D.2 .2.8 .8
Discuss the reg egu ulation of electrolyte balance during acute and chronic exercise.
3
D.3 Energy balance and body composition 2 hours Assessment statement
Obj
D.3.1
Define the term basal metabolic rate (BMR). rate (BMR).
1
D. 3. 3. 2
State th the co components of of daily energy expenditure.
1
D.3 .3.3 .3
Explain the rel Exp ela ationship between energy expenditure and intake.
3
Teacher ’s notes
Limit to: •
basal metabolic rate (BMR)
•
thermic effec effectt of physical activity
•
thermic effec effectt of feeding.
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Assessment statement D.3 .3..4
Discuss the assoc ociiation between body composition and athletic performance.
Obj 3
Teacher ’s notes Consid Cons ider er bo body dy co comp mpo osi siti tion on fr from om tw two o com compo pone nent ntss: fat and fat-free mass. A distinction between fat-free mass and lean body mass should be made. The discussion should include reference to typical levels of body fat and consider the accuracy of body fat measurements (see topic 6.1.7).
D.3 .3.5 .5
Discuss dieta tary ry pract ctiices employed by athletes to manipulate body composition.
3
Aim 8: Include 8: Include dietary practices used to decrease body fat, for example, a recommended dietary approach and more controversial methods such as diet pills, fad diets and crash diets. Also include the significance of a high-protein diet for athletes aiming to increase muscle mass.
D.4 Nutritional strategies 6 hours Assessment statement D.4.1
State th the approximate glycogen content of specific skeletal muscle fibre types.
Obj 1
Teacher ’s notes Limit fibre t ypes to: •
slow twitch (type I)—low-glycogen content
•
fast twitch (type IIa)—medium-glycogen content
•
fast twitch (type IIb)—high-glycogen content.
Note: Type IIa and type IIb are high in glycogen content depending on training status. D.4.2
Des escr criibe be,, wi with ref refer ere enc nce e to to exercise intensity, typical athletic activities requiring high rates of muscle
2
Cross-r -re efe ferren encce topic 3.3 .3..11.
glycogen utilization. D.4. 3
Discuss the pattern of muscle glycogen use in skeletal muscle fibre types during exercise of various intensities.
3
Cross-reference to topic 4. 4.1.4.
D.4.4
Define the term glycemic index (GI). (GI).
1
Glyce Gly cemi micc ind index ex (GI GI)) is is the the ra rank nkiing sy syst stem em fo forr carbohydrates based on the immediate effect of the food on blood glucose concentrations when compared with a reference food such as pure glucose.
D.4.5
List food wi witth lo low w and high
1
High (for ex exa ample le,, gl glu ucose) =100
glycemic indexes.
Medium (for example, brown rice) = 50 Low (for example, green vegetables) = less than 15
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Assessment statement D.4.6
Explain the rel Exp ele evance of GI with regard to carbohydrate carb ohydrate consumption by athletes pre- and post-competition.
Obj 3
Teacher ’s notes The use The use of hi high gh GI fo food odss po post st-ex -exer erci cise se ma mayy as assi sist st the body in restoring its glycogen stores more rapidly, aiding refuelling prior to future training/ competition bouts. There is some evidence that lower GI foods may be beneficial prior to exercise and that our general diet, in terms of good health, should be based on carbohydrate c arbohydrate foods with a low to medium GI.
D.4.7
Discuss the inter era act ctiion of carbohydrate loading and training programme modification prior to competition.
3
D.4.8
Sta tatte the the reasons fo for ad adding sodium and carbohydrate to water for the endurance athlete.
1
D.4 .4..9
Discu Disc uss th the e use of nu nutr trit itio iona nall ergogenic aids in sports.
3
Includ Incl ude e nut nutri riti tion onal al st stra rate tegi gies es as we well ll as tr trai aini ning ng strategies, such as tapering prior to an event.
Limit to: •
sports drinks, bars and gels
•
caffeine
•
creatine
•
bicarbonate.
Aim 8: Include 8: Include ethical, health and performance enhancement considerations. D.4.10
State th the da daily recommended intake of protein for adult male and female non-athletes.
1
D.4 .4..11
Li List stvegetarian sour so urce cess of of and prot pr otei ein n for nonvegetarian athletes.
1
D.4 .4..12
Discu Disc uss th the e sig signi nifi fica canc nce e of strength and endurance training on the recommended protein intake for male and female athletes.
3
D.4 .4..13
Outlin Outl ine e th the e po poss ssib ible le ha harm rmfu full effects of excessive protein intake.
2
Int: The World Health Organization (WHO) Int: The recommends a minimum of 0.8 g kg-1 body weight.
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D.5 Glucose uptake (HL only) 4 hours
D.5 .5..1
Assessment statement
Obj
Sta tatte the normal level elss of blood glucose at rest.
1
Teacher ’s notes The hu The human bo bod dy normally kee eep ps bl blo ood glucose level very stable (between 4.0 mmol/L–4.5 mmol/L). Consider:
D.5.2
Outline the causes of hypoglycemia and hyperglycemia.
2
•
pre- and post-exercise levels
•
pre- and post-ingestion levels.
Hypoglycemia •
Insufficient food intake
•
Excessive exercise
•
High insulin levels among diabetics
Hyperglycemia •
Infections (such as a cold or flu)
• Low insulin levels in diabetics Note: Hyperglycemia usually develops slowly, over several hours or days. D.5 .5.3 .3
Explain the Exp the transpo port rta ation of glucose across the cell membrane when at rest and during physical activity.
3
Include the following points. •
Glucose uptake into a cell is facilitated by the glucose transport proteins GLUT4 and GLUT1.
•
Muscle fibres also contain glucose transport proteins GLUT1 and GLUT4.
•
During rest, most glucose enters cells via the GLUT1 transporters.
•
GLUT4 transporters are stored inside GLUT4 intracellular vesicles that are translocated to the cell membrane, when needed, to allow for greater glucose movement into the cell.
D.5 .5..4
Outline the eff effec ectt of of tr training on an athlete’s ability to take in glucose at the cellular level.
2
•
GLUT4 transporters can be stimulated during GLUT4 rest by raised levels of insulin after eating.
•
GLUT4 transporters can also be stimulated, GLUT4 without insulin, during physical exercise. This is the result of other stimuli such as calcium ions.
•
Glucose taken into the muscle cells is quickly converted to glucose-6-phosphate; this ensures that the concentration gradient for glucose movement is maintained.
Exerci Exer cise se in incr crea ease sess the the am amou ount nt of GL GLUT UT4 4 tra trans nspo port rt protein in cells which, in turn, enables a higher rate of glucose uptake into the cell for use as a fuel.
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D.6 The effects of alcohol on performance and health (HL only) 3 hours Int: Many Int: Many countries have guidelines or recommendations for the intake of alcohol in relation to health, but there is considerable variation from one country to another. There are also different cultural viewpoints on positive and negative impacts of alcohol consumption. Assessment statement D.6.1
Des escr criibe the acu acutte eff effe ect ctss of of excess alcohol on the body.
Obj 2
Teacher ’s notes Limit to: •
hydration and kidney function
•
cardiovascular system
•
thermoregulation
•
neurologic systems.
D.6. 6.2 2
Outline the po possible eff effec ects ts of excessive chronic alcohol intake on body systems.
2
Limi Li mitt to li liv ver er,, ki kidn dney ey,, he hear artt and br bra ain in..
D.6. 6.3 3
Discuss th the eff effec ects ts of al alcohol on athletic performance.
3
Con onssid ider er er ergo goge geni nicc and and er ergo goly lyti ticc eff effec ects ts fr from om alcohol, for example: •
anti-tremor
•
balance
•
power and strength
•
endurance
•
speed
•
coordination
•
reaction time (RT) and cognitive processing
•
cardiac function
•
inhibition of gluconeogenesis.
Low amounts of alcohol (0.02–0.05 g/dL) might assist in sports such as shooting and archery by reducing hand tremors, but levels above this will have a negative impact. Any amount of alcohol is likely to impair performance in activities such as running and power sports.
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D.7 Antioxidants (HL only) 3 hours
D.7.1
Assessment statement
Obj
Outline the role of antioxidants in the body.
2
Teacher ’s notes Antiox Anti oxid idan ants ts ar are e mo mole lecu cule less th that at ca can n pr prev even entt or limit the damaging effects of free radicals by turning them into substances that are far less reactive. Free radicals are produced in the body as a byproduct of normal cellular function. Nutrients such as vitamins A, C, and E are antioxidants. Several minerals such as selenium, copper and manganese are components of enzymes also involved in defence against free radicals. Berries, red grapes, kale, broccoli and tea are examples of foods that contain antioxidants.
D.7.2
Exp Ex plain the harmful ef effe fect ctss
3
of free radicals at the cellular level.
A fre free e rad radic ical al (or a rea react ctiv ive e oxy oxyge gen n spe speci cies es (R (ROS OS))) is a particle that possesses p ossesses at least one unpaired electron. Free radicals in the body include: •
superoxide
•
hydroxyl
•
nitric oxide.
These cause damage by removing electrons from parts of the cell in order to create paired electrons in their own structures. Free radicals can:
D.7. 3
Describe free radical production during exercise.
2
•
remove electrons from cell and mitochondrial membranes, thereby affecting their permeability
•
remove electrons from molecules such as enzymes and DNA, thereby impairing their function.
Free ra radi dica cals ls are pr prod oduc uced ed as a by by-p -pro rodu duct ct of normal cell function, and cells produce natural antioxidants to counteract them. Exhaustive exercise generates high levels of free radicals that cannot be controlled by natural antioxidants so that damage to cells may occur. This is known as oxidative stress. Training partially reduces the build-up of free radicals as a result of exhaustive exercise.
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Assessment statement D.7.4
Evaluate th the ro role of of antioxidants for combating the effects of free radicals.
Obj 3
Teacher ’s notes Antiox Anti oxid idan ants ts ar are e fou found nd in ma many ny fo food ods, s, es espe peci cial ally ly fruits and vegetables, and so are consumed as part of a healthy, well-balanced diet. Many athletes consume antioxidants in dietary supplements as an extra defence against free radical damage. There is no consistent evidence that these supplements reduce oxidative stress or have a positive impact on training or performance unless a pre-existing dietary deficiency exists. Excess intake (above the recommended daily allowance (RDA)) may have detrimental effects on the body. A lack of adequate regulation of the supplement industry means that some products are poorly formulated and may even contain banned substances. TOK: Consuming supplements of vitamins C or E TOK: Consuming is widely believed to protect from damage by free radicals in sports, even though there is no consistent evidence that this is true. Under what circumstances do we allow our beliefs to dictate our behaviour?
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Assessment
Assessment in the Diploma Programme
General Assessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessments are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB. There are two types of assessment identified by the IB. IB . •
Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students’ strengths and weaknesses in order to help develop students’ understanding and capabilities. c apabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.
•
Summative assessment gives an overview of previous learning and is concerned with measuring Summative student achievement.
Th e Di Dipl pl om oma a Pro gr gram amme me pr prim imari ari ly fo cu cuse sess on sum ma mati tive ve ass ess me nt de desig sig ne d to re cor d st stud uden entt achievement at, or towards the end of, the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensiv comprehensive e assessment plan is viewed as being integral with teaching, learning and course organization. For further information, see the IB Programme standards and practices document. practices document. The appr approach oach to assessm a ssessm ent used by the IB is criter c riter ion- rela related, ted, not norm -ref eren erenced. ced. This appr approach oach to assessmentt judges students’ work by their performance in relation to identified levels of attainment, and assessmen not in relation to the work of other students. For further information on assessment within the Diploma Programme please refer to the publication Diploma Programme assessment: Principles and practice. practice . To su pp ppor ortt tea che rs in the pla nni nning, ng, del ive ivery ry and ass assessm essm ent of the Dip lom a Pro Progra gramme mme cou course rse s, a variety of resources can be found on the OCC or purchased from the IB store (store.ibo.org). Additional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the OCC. Past examination papers as well as markschemes can be purchased from the IB store.
Methods of assess assessment ment The IB uses several methods to assess work produced by students.
Assessment criteria Assessment criteria are used when the assessment task is open-ended. E ach criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses.
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Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.
Markbands Markbands are a comprehensive statement of expected performance against which responses are judged. They represen representt a single holistic criterio criterion n divided divi ded into i nto level leve l descriptors. desc riptors. Each level descripto descriptorr corresponds corre sponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor.
Analytic markschemes Analytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response.
Marking notes For some assessment components marked using assessment criteria, marking notes are provided. Marking notes give guidance on how to apply assessment criteria to the par ticular requirements of a question.
Inclusive assessment arrangements Inclusive assessment arrangements are available for candidates with assessment access requirements. These arrange ments enabl enable e can didates with diverse needs to access acce ss the exami examinations nations and de monstrat monstrate e their knowledge and understanding of the constructs being assessed. The IB doc docume ume nt Candidates with assessment access requirements provides requirements provides details on all the inclusive assessment arrangements available to candidates with learning support requirements. The IB document Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes outlines programmes outlines the position of the IB with regard to candidates with diverse learning needs in the IB programmes. For candidates affected by adverse circumstances, the IB documents General regulations: Diploma Programme and Programme and the Handbook of procedures for the Diploma Programme provide Programme provide details on access consideration.
Responsibilities Responsibi lities of the school The school is required to ensure that equal e qual access arrangements and reasonable adjustments are provided to candidates with learning support requirements that are in line with the IB documents Candidates with assessment access requirements and requirements and Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes. programmes.
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Assessment
Assessment outline—SL
First assessment 2018
Assessment component
Weighting
External assessment (3 hours)
80%
Paper 1 (45 minutes) Syllabus content: Core
20%
30 multiple-choice questions on the core syllabus. Assessment objectives 1 and 2. (30 marks) Paper 2 (1 hour 15 minutes) Syllabus content: Core
35%
Section A: Students answer one data-based question and several short-answer questions on the core (all compulsory). (30 marks) Section B: Students answer one extended-response question on the core (from a choice of three). (20 marks) Assessment objectives 1–3. (50 marks) Paper 3 (1 hour) Syllabus content: Options
25%
Several short-answer questions (all compulsory) in each of the two options studied. Assessment objectives 1–3. (40 marks)
Internal assessment/individual investigation (10 (10 hours) (24 marks) Assessment objectives 1–4. This component is internally assessed by the teacher and externally moderated.
20%
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Assessment outline—HL
First assessment 2018
Assessment component
Weighting
External assessment (4 hours 30 minutes)
80%
Paper 1 (1 hour) Syllabus content: Core and AHL
20%
40 multiple-choice multiple- choice questions about 15 of which are common with SL. Assessment objectives 1 and 2. (40 marks) Paper 2 (2 hours 15 minutes) Syllabus content: Core and AHL
35%
Section A: Students answer one data-based question and several short-answer questions on the core and AHL (all compulsory). (50 marks) Section B: Students answer two extended-response questions on the core and AHL (from a choice of four). (40 marks) Assessment objectives 1–3. (Total 90 marks) Paper 3 (1 hour 15 minutes) Syllabus content: Options
25%
Several short-answer and extended-response extended- response questions (all compulsory) in each of the two options studied. Assessment objectives 1–3. (50 marks)
Internal assessment/individual investigation (10 (10 hours) (24 marks) Assessment objectives 1–4. This component is internally assessed by the teacher and externally moderated.
20%
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Assessment
External Ex ternal assessment assessment
For papers 1, 2 and 3 there are markschemes. The markschemes are specific to each examination.
External assessment details—SL The external assessment consists of three written papers and is worth 80% of the f inal assessment.
Paper 1 Duration: 45 minutes Weighting: 20% Paper 1 is made up of 30 multiple-choice questions that test knowledge of the core only. The questions are designed to be short, one- or two-stage problems that address objectives 1 and 2 (see the “Assessment objectives in practice” section). No marks are deducted for incorrect responses. Calculators are not permitted, but students are expected to carry out simple calculations.
Paper 2 Duration: 1 hour 15 minutes Weighting: 35% Paper 2 tests knowledge of the core only. The questions address objectives 1, 2 and 3, and the paper is divided into two sections. In section A, there is a data-based question that requires students to analyse a given set of data. The remainder of section A is made up of short-answer questions. In section B, students are required to answer one question from a choice of three. These extended-response questions may involve writing a number of paragraphs, solving a substantial problem or carrying out a substantial piece of analysis or evaluation. A calculator is required for this paper. Further information on recommended, approved and prohibited calculators may be found in the Handbook of procedures for the Diploma Programme, Programme, the calculator forum and the sports, exercise and health science home page of the OCC.
Paper 3 Duration: 1 hour Weighting: 25% Paper 3 tests knowledge of the options and addresses objectives 1, 2 and 3. Students are required to answer several short-answer questions in each of the two options studied. A calculator is required for this paper. Further information on recommended, approved and prohibited calculators may be found in the Handbook of procedures for the Diploma Programme, Programme, the calculator forum and the sports, exercise and health science home page of the OCC.
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Note: Wherever possible, teachers should use, and encourage students to use, the Système Note: Wherever International d’Unités (International System of Units—SI units).
External Ex ternal assessment assessment details—HL The external assessment consists of three written papers and is worth 80% of the f inal assessment.
Paper 1 Duration: 1 hour Weighting: 20% Paper 1 is made up of 40 multiple-choice questions that test knowledge of the core and AHL topics. Approximately 15 of the 40 questions will be common with the SL paper. The questions are designed to be short, one- or two-stage problems that address objectives 1 and 2 (see the “Assessment “Assessment objectives in practice” section). No marks are deducted for incorrect responses. Calculators are not permitted, but students are expected to carry out simple calculations.
Paper 2 Duration: 2 hours 15 minutes Weighting: 35% Paper 2 tests knowledge of the core and AHL topics. The questions address objectives 1, 2 and 3, and the paper is divided into two sections. In section A, there is a data-based question that requires students to analyse a given set of data. The remainder of section A is made up of short-answer questions. In section B, students are required to answer two questions from a choice of four. These extended-response questions may involve writing a number of paragraphs, solving a substantial problem or carrying out a substantial piece of analysis or evaluation. A calculator is required for this paper. Further information on recommended, approved and prohibited calculators may be found in the Handbook of procedures for the Diploma Programme, Programme, the calculator forum and the sports, exercise and health science home page of the OCC.
Paper 3 Duration: 1 hour 15 minutes Weighting: 25% Paper 3 tests knowledge of the options and addresses objectives 1, 2 and 3. Students are required to answer several short-answer and extended-response questions in each of the two options studied. A calculator is required for this paper. Further information on recommended, approved and prohibited calculators may be found in the Handbook of procedures for the Diploma Programme, Programme, the calculator forum and the sports, exercise and health science home page of the OCC.
Note: Wherever possible, teachers should use, and encourage students to use, the Système Note: Wherever International d’Unités (International System of Units—SI units).
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Assessment
Internal assessment
Purpose of internal assessment Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal intern al assessment should, as far as possible, p ossible, be woven into normal norm al classroom teaching and an d not be be a separate activity conducted after a course has been taught. The internal assessment requirements at SL and at HL are the same. This “Internal assessment” section of the guide should be read in conjunction with the “Internal assessment” section sec tion of the teacher support materials.
Guidance and authenticity
The work submit ted for intern internal al assessme a ssessment nt must m ust be the stude student’s nt’s own. However, it is not the intenti on that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with: •
the requirements of the type of work to be internally assessed
•
the IB animal experimentation policy and the SEHS course safety guidelines (see “Safety requirements and recommendations”)
•
the assessment criteria—students must understand that the work submitted for assessment must address these criteria effectively.
Teachers and students must discuss discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. As part of the learning process, teachers should read and give advice to students on one draft of the work. The teacher should provide provide oral or written advice on how the work could be improved, but not edit the draft. The next version handed to the teacher must be the final version for submission. It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own. Where collaboration between students is permitted, it must be clear to all students what the difference is between b etween collaboration and collusion. collusion. All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed malpractice. Each student must confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work it cannot be retracted. The requirement to confirm the authenticity of work applies to the work of all students, not just the sample work that will be submitted to the IB for the purpose of moderation. For further details refer to the IB publication Academic publication Academic honesty , The Diploma Programme: From principles into practice and practice and the relevant articles in General regulations: Diploma
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Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following. •
The student’s initial proposal
•
The first draft of the written work
•
The references cited
•
The style of writing compared with work known to be that of the student
•
The analysis of the work by a web-based plagiarism detection service such as www.turnitin.com
The same piece of work cannot be submitted to meet the requirements of both the internal assessment assessment and the extended essay.
Group work Each investigation is an individual piece of work based on different data collected or measurements generated. Ideally, students should work on their own when collecting data. In some cases, data collected or measurements made can be from a group experiment, provided each student collected his or her own data or made his or her own measurements. In SEHS, in some cases, group data or measurements may be combined to provide enough for individual analysis. Even in this case, each student should have collected and recorded their own data and they should clearly indicate which data are theirs. It should be made clear to students that all work connected with the investigation should be their own. It is therefore helpful if teachers try to encourage in students a sense of responsibility for their own learning so that they accept a degree of ownership and take pride in their own work.
Time allocat allocation ion Internal assessment is an integral part of the SEHS course, contributing 20% to the final assessment in the SL and the HL courses. This weighting should be reflected in the time that is allocated to teaching the knowledge, skills and understanding required to undertake the work, as well as the total time allocated to carry out the work. It is recommended that a total of approximately 10 hours of teaching time for both SL and HL should be allocated to the work. This should include: •
time for the teacher to explain to students the requirements of the internal assessment
•
class time for students to work on the internal assessment component and ask questions
•
time for consultation between the teacher and each student
•
time to review and monitor progress, and to check authenticity.
Safety require requirements ments and recom recommendation mendationss While teachers are responsible for following national or local guidelines, which may differ from country to country, attention should be given to the following guidelines, which were developed by The Laboratory country, Safety Institute (LSI). The guidelines are posted on both LSI’s website (labsafetyinstitute.org/) (labsafetyinstitute.org/) and the website of the International Council of Associations for Science Education (ICASE) Safety Committee.
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Internal assessment
It is a basic responsibility of everyone involved to make safety and health an ongoing commitment. Any advice given will acknowledge the need to respect the local context, the varying educational and cultural traditions, the financial constraints and the legal systems of differing countries.
The Laboratory Safety Institute’s Laboratory Safety Guidelines … 40 suggestions for a safer lab
Steps requiring minimal expense 1. Have a written health, safety and environmental affairs (HS&E) policy statement. 2.
Organize a departmental HS&E committee of employees, management, faculty, staff and students that will meet regularly to discuss HS&E issues.
3.
Develop an HS&E orientation for all new employees and students.
4.
Encourage employees and and students to to care about their health and safety, and that of others.
5.
Involve every employee and student in some aspect of the safety programme and give each specific responsibility.
6.
Provide incentives to employees and students for safety performance.
7.
Require all employees to read the appropriate appropriate safety manual. Require students to to read the institution’s laboratory safety rules. H ave both groups sign a statement that they have done so, understand the contents, and agree to follow the procedures and practices. Keep these statements on file in the department office
8.
Conduct periodic, unannounced laboratory inspections to identify and correct hazardous conditions and unsafe practices. Involve students and employees empl oyees in simulated OSHA inspections.
9.
Make learning how how to to be safe an integral and important part of science education, your work and your life.
10.
Schedule regular departmental safety meetings for all students and employees to discuss the results results of inspections and aspects of laboratory safety.
11.
When conducting experiments with hazards or potential hazards, ask ask yourself yourself these questions. –
What are the hazards?
–
Whatt are Wha are the the wors worstt poss possib ible le thi thing ngss that that co coul uld d go wr wron ong g?
–
How Ho w wi willl I deal with them?
–
What are the the pruden prudentt practic practices, es, prot protectiv ective e facilit facilities ies and equi equipment pment neces necessary sary to to minimi minimize ze the the risk of exposure to the hazards?
12.
Require that all accidents (incidents) be reporte reported, d, evaluated by the departm departmental ental safet safetyy committe committee, e, and discussed at departmental safety meetings.
13.
Require every pre-lab/pre-experiment discussion discussion to include consideration consideration of the health and and safety aspects.
14.
Don’t allow experiments to run unattended unless unless they are failsafe.
15.. 15
Forbid working working alone in any laboratory and working without prior knowledge of a staff member.
16.
Extend the safety programme beyond the the laboratory to the automobile automobile and the home.
17.
Allow only minimum amounts of flammable liquids in each laboratory.
18.
Forbid smoking, eating and drinking in the laboratory.
19.. 19
Do not allow food to to be stored stored in chemical refrigerators.
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20.
Develop plans and conduct drills for dealing with emergenci es such as fire, explosion, poisoning, chemical spill or vapour release, electric shock, bleeding and personal contamination.
21.. 21
Require good housekeeping practices in all work areas.
22.
Display the phone numbers of the fire department, police department and local ambulance either on or immediately next to every phone.
23.
Store acids and bases separately. Store fuels and oxidizers separately.
24.
Maintain a chemical inventory to avoid purchasing unnecessary quantities of chemicals.
25.
Use warning signs to designate particular hazards.
26.
Develop specific work practice practicess for individual experiments, such as those that should be conducted only in a ventilated hood or involve particularly hazardous materials. When possible, most hazardous experiments should be done in a hood.
Steps requiring moderate expense 27.. Allocate a portion of the departmental budget to safety. 27 28.
Require the use of appropriate eye protectio protection n at all times in laboratories and areas where chemicals are transported.
29.
Provide adequate supplies of personal personal protective protective equipment—safety equipment—safety glasses, glasses, goggles, face shields, shields, gloves, lab coats and bench-top shields.
30.
Provide fire extinguishers, safety showers, eye wash fountains, first aid kits, fire blankets and fume hoods in each laboratory, and test or check monthly.
31.. 31
Provide guards on all vacuum pumps and secure all compressed compressed gas cylinders.
32.
Provide an appropriate appropriate supply of first aid aid equipment and instruction on its proper use.
33.
Provide fireproof cabinets for storage of flammable chemicals.
34.
Maintain a centrally located departmental safety library: –
“Safety in School “Safety School Scien Science ce Labs” Labs”,, Clair Clair Wood, Wood, 1994, 1994, Kaufma Kaufman n & Associa Associates, tes, 10 101 1 Oak Str Street, eet, Wellesley, MA 02482
–
“The Labora Laboratory tory Safety Safety Pock Pocket et Guide” Guide”,, 1996, 1996, Geniu Genium m Publis Publisher her,, One Genium Genium Plaza, Plaza, Schn Schnectady ectady,, NY
–
“Safety in Academi “Safety Academicc Chemistry Chemistry Laborat Laboratori ories” es”,, ACS, 11 1155 Sixteen Sixteenth th Street Street NW, NW, Washing Washington ton,, DC 20036
–
“Manual of “Manual of Safety Safety and Heal Health th Hazard Hazardss in The The School School Scien Science ce Labora Laboratory” tory”,, “Safety “Safety in in the Scho School ol Science Laboratory”, “School Science Laboratories: A guide to Some Hazardous Substances”, Council of State Science Supervisors (now available only from LSI) L SI)
–
“Handbook of Laborat “Handbook Laboratory ory Safety” Safety”,, 4th 4th Edition Edition,, CRC CRC Press, Press, 2000 Corpor Corporate ate Boule Boulevard vard NW, Boca Raton, FL 33431
–
“Fire Prot Protection ection Guide on Hazardo Hazardous us Mater Materials ials””, Nationa Nationall Fire Fire Prot Protection ection Assoc Associati iation, on, Batterymarch Park, Quincy, MA 02269
–
“Prudent Practic “Prudent Practices es in in the the Laborato Laboratory: ry: Handling Handling and Dispo Disposal sal of Hazardo Hazardous us Chemic Chemicals” als”,, 2nd 2nd Edition, 1995
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“Biosafety “Biosafe ty in the Labora Laboratory” tory”,, Nationa Nationall Academy Academy Press Press,, 2101 2101 Const Constitut itution ion Avenu Avenue, e, NW, NW, Washington, DC 20418
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“Learning “Learnin g By Accide Accident” nt”,, Volume Volumess 1–3, 1–3, 1997 1997–2 –2000, 000, The Labor Laborato atory ry Safety Safety Institut Institute, e, Natick, Natick, MA 01760
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35.
Remove all electrical connections from inside chemical refrigerators and require require magnetic closures.
36.
Require grounded plugs on all electrical equipment and install ground fault interrupters (GFIs) (GFIs) where appropriate.
37.. 37
Label all chemicals to show show the name of the material, the nature and degree of hazard, the appropriate precautions, and the name of the person responsible for the container.
38.
Develop a programme for dating stored stored chemicals and for recertifying or discarding them after predetermined maximum periods of storage.
39.
Develop a system for the legal, safe and ecologically acceptable disposal of chemical wastes.
40.
Provide secure, adequately spaced, well-ventilated storage of chemicals.
Using assessment criteria for internal assessment For internal assessment, a number of assessment criteria have been identified. Each assessment criterion has level descriptors describing specific achievement levels, together with an appropriate range of marks. The level descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description. Teach ers mus t jud judge ge the inte rna lly ass assess essed ed wor workk at SL and at HL aga ins instt the cri ter teria ia usin g the lev level el descriptors. •
The same assessment criteria are provided for SL and HL.
•
The aim is to find, for each criterion, the descriptor that conveys most accurately the level attained by the student, using the best-fit model. A best-fit approach means that compensation should be made when a piece of work matches different aspects of a criterion at different levels. The mark awarded should be one that most fairly reflects the balance of achievement against the criterion. It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded.
•
When assessing a student’s work, teachers should read the level descriptors for each criterion until they reach a descriptor that most appropriately describes the level of the work being assessed. If a piece of work seems to fall between two descriptors, both descriptors should be read again and the one that more appropriately describes the student ’s work should be chosen.
•
Where there are two or more marks available within a level, teachers should award the upper marks if the student’s work demonstrates the qualities described to a great ex tent; the work may be close to achieving marks in the level above. Teachers Teachers should award the lower marks if the student’s work demonstrates the qualities described to a lesser extent; the work may be close to achieving marks in the level below.
•
Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable.
•
Teachers should not think in terms of a pass or fail boundary, but should concentrate on identif identifying ying the appropriate descriptor for each assessment criterion.
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•
The highest level descriptors do not imply faultless performance but should be achievable by a student. Teachers should not hesitate to use the extremes if they are appropriate descriptions of the work being assessed.
•
A student who attains a high achievement level in relation to one criterion will not necessarily attain high achievement levels in relation to the other criteria. Similarly, a student who attains a low achievement level for one criterion will not necessarily attain low achievement levels for the other criteria. Teachers should not assume that the overall assessment of the students will produce any particular distribution of marks.
•
It is recommended that the assessment criteria be made available to students.
Practical work and internal assessment General introduction The internal inter nal assessment requirements are the same for f or biology, biolo gy, chemistr y, physics and an d SEHS. The internal inte rnal assessment, worth 20% of the f inal assessment, consists of one scientific investigation. The individual investigation should cover a topic that is commensurate with the level of the course of study. Student work is internally assessed by the teacher and externally moderated by the IB. The performance in internal assessment at both SL and HL is marked against common assessment criteria, with a total mark out of 24.
Note: Any investigation that is to be used to assess students should be specifically designed to Note: Any match the relevant assessment criteria.
The inte rnal asse assessme ssme nt task wil willl be one sci scienti enti fi ficc inves tiga tigatio tion n tak taking ing abo about ut 10 h ours and the wri writeteup should be about 6–1 6–12 2 pages long. Investigatio Investigations ns exceeding this length will be penalized in the communication criterion as lacking in conciseness. The practical practic al investigation, with generic gene ric criteria, will allow a wide range rang e of practical prac tical activities satisfying the varying needs of biology, chemistry, physics and SEHS. The investigation addresses many of the learner profile attributes well. See the “Approaches to teaching and learning” section for further links. The task produced should sho uld be complex and commensurate comme nsurate with the level of the course. It should require requi re a purposeful research question and the scientific rationale for it. The marked exemplar material in the teacher support materials will demonstrate that the assessment will be rigorous and of the same st andard as the assessment in the previous courses. Some of the possible tasks include: •
a hands-on laboratory investigation
•
manipulated or observational fieldwork
•
using a spreadsheet for analysis and modelling
•
extracting data from a database and analysing it graphically
•
producing a hybrid of spreadsheet/database work with a traditional hands-on investigation
•
using a simulation, provided it is interactive and open-ende open-ended. d.
Some tasks may consist of relevant and appropriate qualitative work combined with quantitative work.
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The task taskss include in clude the tradit traditional ional hands- on p ract ractical ical investi investigatio gations ns as in the t he previ previous ous cours course. e. T he depth of treatment required for hands-on practical investigations is unchanged from the previous internal assessment and will be shown in detail in the teacher support material. In addition, detailed assessment of specific aspects of hands-on practical work will be assessed in the written papers as detailed in the relevant topic(s) in the “Syllabus content” section of the guide. The task will have the same assess assessment ment crite criteria ria for SL and a nd HL. The fiv five e assessm as sessment ent crite criteria ria are per personal sonal engagement, exploration, analysis, evaluation and communication.
Internal assessment details Internal assessment component Duration: 10 hours Weighting: 20% • Individual investigation. •
This investigation covers assessment objectives 1, 2, 3 and 4.
Internal assessment criteria
The new n ew assessment assessm ent model mo del uses use s five fi ve criteria criter ia to assess ass ess the final repor reportt of the individual ind ividual investigation with the following raw marks and weightings assigned. Personal engagement
Exploration
Analysis
Evaluation
Communication
Total
2 (8%)
6 (25%)
6 (25%)
6 (25%)
4 17%)
24 (100%)
Levels of performance are described using multiple indicators per level. In many cases the indicators occur together in a specific level, but not always. Also, not all indicators are always present. This means that a candidate can demonstrate performances that fit into different levels. To accommodate this, the IB assessment models use markbands and advise examiners and teachers to use a best-fit approach in approach in deciding the appropriate mark for a par ticular criterion. Teachers should read the guidan guidance ce on o n usin g markban ma rkban ds in the sec section tion calle d “Using “Usi ng assessm assessment ent criter criteria ia for internal assessment” before starting to mark. It is also essential to be fully acquainted with the marking of the exemplars in the teacher support material. The precise meaning of the command terms used in the criteria can be found in the glossary of the subject guide.
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Personal engagement This criteri on assesses ass esses the ext extent ent to t o which whi ch th e student st udent engag engages es with w ith the t he e xplor xploration ation and makes m akes it i t his or her own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation. Mark
Descriptor
0
The st stud uden ent’ t’ss repo report rt do does es no nott rea reach ch a sta stand ndar ard d des descr crib ibed ed by th the e des descr crip ipto tors rs bel below ow..
1
The ev evid idenc ence e of of pers person onal al en enga gagem gemen entt wit with h the the exp explo lora rati tion on is li limi mite ted d wit with h li littl ttle e independent thinking, initiative or creativity. The justification given for choosing the research question and/or the topic under investigation does not demonstrate personal significance, interest or curiosity curiosity.. There is little evidence of personal input and initiative in initiative in the designing, implementation or presentation of the investigation.
2
The ev evid idenc ence e of of pers person onal al en enga gagem gemen entt wit with h the the exp explo lora rati tion on is cl clea earr wit with h sig signi nific fican antt independent thinking, initiative or creativity. The justification given for choosing the research question and/or the topic under investigation demonstrates personal significance, interest or curiosity. curiosity. There is evidence of personal input and initiative initiative in in the designing, implementation or presentation of the investigation.
Exploration This criterion assesses the extent ex tent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses awareness of safet y, environmental and ethical considerations. Mark 0 1–2 1– 2
Descriptor The st stud uden ent’ t’ss repo report rt do does es no nott rea reach ch a sta stand ndar ard d des descr crib ibed ed by th the e des descr crip ipto tors rs bel below ow.. The top topic ic of of the the inve invest stig igat atio ion n is ide ident ntifi ified ed and and a res resea earc rch h quest questio ion n of some some rele releva vanc nce e is stated but it is not focused. focused. The background information provided for the investigation is superficial superficial or or of limited relevance and does not aid the understanding of the context of the investigation. The methodology of the investigation is only appropriate to address the research question to a very limited extent e xtent since it takes into consideration few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of limited awareness of the significant safety, safety, ethical ethical or environmental issues that are relevant to the methodology of the investigation*. investigation *.
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Mark 3–4
Descriptor The top topic ic of of the the inve invest stig igat atio ion n is ide ident ntifi ified ed and and a rele releva vant nt but but not not ful fully ly focu focused sed res resea earc rch h question is described. The background information provided for the investigation is mainly appropriate appropriate and relevant and aids the understanding of the context of the investigation. The methodology of the investigation is mainly appropriate to address the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of some awareness of the significant safety safety,, ethical or environmental issues that are relevant to the methodology of the investigation*. investigation*.
5–6
The to topi picc of the the inv inves esti tiga gati tion on is is iden identi tifie fied d and and a rele releva vant nt and and ful fully ly focu focused sed re rese sear arch ch question is clearly described. The background information provided for the investigation is entirely entirely appropriate and relevant and enhances the understanding of the context of the investigation. The methodology of the investigation is highly appropriate to address the research question because it takes into consideration all, or nearly all, of the significant factors fac tors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of full awareness of the significant safety, safety, ethical ethical or environmental issues that are relevant to the methodology of the investigation*. investigation*.
* This indicator should only be applied when appropriate to the investigation. See exemplars in the teacher support material.
Analysis This crite rion assess es t he ex extent tent to w hich the stude nt’s repo report rt provi provides des evid evidence ence that the stud student ent has selected, recorded, processed and interpreted interpreted the the data in ways that are relevant to the research question and can support a conclusion. Mark 0 1–2
Descriptor The st stud uden ent’ t’ss repo report rt do does es no nott rea reach ch a sta stand ndar ard d des descr crib ibed ed by th the e des descr crip ipto tors rs bel below ow.. The report includes insufficient relevant raw relevant raw data to support a valid conclusion to the research question. Some basic basic data data processing is carried out but is either too inaccurate or too insufficient to lead to a valid conclusion. valid conclusion. The report shows evidence of little consideration of the impact of measurement uncertainty on the analysis. The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very incomplete.
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Mark 3–4
Descriptor The repo report rt incl includ udes es rele releva vant nt but but incom incomple plete te qua quant ntit itat ativ ive e and qua quali lita tati tive ve raw raw dat data a that that could support a simple or partially p artially valid conclusion to the research question. Appropriate and sufficient data processing is carried out that could lead to a broadly b roadly valid conclusion but there are significant inaccuracies and inconsistencies in the th e processing. The report shows evidence of some consideration of the impact of measurement uncertainty on the analysis. The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the research question can be deduced. de duced.
5–6
The repo report rt incl include udess suffici sufficient ent rel releva evant nt qua quanti ntitat tative ive and qua qualit litati ative ve raw dat data a that that cou could ld support a detailed and valid conclusion to the research question. Appropriate and sufficient data processing is carried out with the accuracy required accuracy required to enable a conclusion to the research question to be drawn that is fully consistent consistent with with the experimental data. The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis. The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced. de duced.
Evaluation This crit criterio erion n assess a ssess es the ex extent tent to w hich the stud student ent ’s repor re por t p rovid rovides es evid ence of eval evaluatio uation n o f the t he investigation and the results with regard to the research question and the accepted scientific context. Mark 0 1–2
Descriptor The st stud uden ent’ t’ss repo report rt do does es no nott rea reach ch a sta stand ndar ard d des descr crib ibed ed by th the e des descr crip ipto tors rs bel below ow.. A conclusion is outlined outlined which which is not relevant to the research question or is not supported by the data presented. The conclusion makes superficial comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are outlined outlined but but are restricted to an account account of of the practical or practical or procedural issues faced. The student has outlined outlined very very few realistic and relevant suggestions for the improvement and extension of the investigation.
3–4
A conc conclu lusi sion on is is desc descri ribed bed whi which ch is is rele releva vant nt to to the the rese resear arch ch que quest stio ion n and and suppo supporte rted d by the the data presented. A conclusion is described which makes some relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are described and provide evidence of some awareness of the methodological issues** involved in establishing the conclusion. issues The student has described some realistic and relevant suggestions for the improvement and extension of the investigation.
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Mark 5–6
Descriptor A detai detailed led con conclu clusio sion n is is des descri cribed bed and jus justifi tified ed whi which ch is ent entire irely ly rel releva evant nt to the res resear earch ch question and fully supported by the data presented. A conclusion is correctly described and justified through relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues* involved in establishing the conclusion. The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.
* See exemplars in the teacher support material for clarification.
Communication This criterion assesses whether the investigation is presented and reported in a way that supports effec effective tive communication of the focus, process and outcomes.
Mark 0
Descriptor The st stud uden ent’ t’ss repo report rt do does es no nott rea reach ch a sta stand ndar ard d des descr crib ibed ed by th the e des descr crip ipto tors rs bel below ow..
1–2 1– 2
The pre prese sent ntat atio ion n of the the inve invest stig igat atio ion n is unc unclea learr, maki making ng it diffi difficu cult lt to to under understa stand nd the the focus, process and outcomes. The report is not well structured and is unclear: the necessary ne cessary information on focus, process and outcomes is missing or is presented in an incoherent or disorganized way. The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information. There are many errors in the use of subject-specific terminology and conventions*.
3–4
The pre presen sentat tation ion of the in inves vestig tigati ation on is clea clear. r. Any err errors ors do not ham hamper per und unders erstand tanding ing of the focus, process and outcomes. The report is well structured and clear: the necessary information on focus, process and outcomes is present and presented in a coherent way. The report is relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes of the investigation. The use of subject-specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.
* For example, incorrect/missing labelling of graphs, tables, images; use of units, decimal places. For issues of referencing and citations refer to the “Academic honesty” section.
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Rationale for practical work Although the requirements for internal assessment are centred on the investigation, the different types of practical activities that a student may engage in serve other purposes, including: •
illustrating, teaching and reinforcing theoretical concepts
•
developing an appreciation of the essential hands-on nature of much scientific work
•
developing an appreciation of scientists’ use of secondary data from databases
•
developing an appreciation of scientists’ use of modelling
•
developing an appreciation of the benefits and limitations of scientific methodology.
Practical scheme of work The practical scheme of work (PSOW) (PSOW ) is the practical prac tical course planned by the teacher and acts as a summary of all the investigative activities carried out by a student. Students at SL and HL in the same subject may carry out some of the same investigations.
Syllabus coverage The range of practical practic al work carried out should reflect refle ct the breadth and depth of the subject syllabus at each level, but it is not necessary to carry out an investigation for every syllabus topic. However, all students must participate in the group 4 project and the internal assessment investigation.
Planning your practical scheme of work Teachers are free to formulate formulate their own practical schemes of of work by choosing choosing practical activities according to the requirements outlined. Their choices should be b e based on: •
subjects, levels and options taught
•
the needs of their students
•
available resources
• teaching styles. Each scheme must include some complex experiments that make greater conceptual demands on students. A scheme made up entirely of simple experiments, such as ticking boxes or exercises involving filling in tables, will not provide an adequate range of experience for students. Teachers are encouraged encourage d to use the OCC to share ideas about possible practical prac tical activities ac tivities by joining in the discussion forums and adding resources in the subject home pages.
Flexibility The practical prac tical programme programm e is flexible f lexible enough to allow a wide variety of practical practic al activities activ ities to be carried out. These could include: •
short labs or projects extending over several weeks
•
computer simulations
•
using databases for secondary data
•
developing and using models
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•
data-gathering exercises such as questionnaires, user trials and surveys
•
data-analysis exercises
•
fieldwork.
Practical work documenta documentation tion The 4/PSOW form form is a record of all practical activities carried out by a class. The form is not required to moderate the individual investigations, so it is not necessary to submit this form. However, the 4/PSOW is an essential planning and recording document for teachers to ensure that a suitable range of practical activities is carried out and that the appropriate hours are allocated to practical work. Teachers should continue to maintain this form (or their own version of it including all the same information) to record the practical activities carried out by the class. The form should be retained in the school and made available to the IB, for example, during the five-year school evaluation process.
Time allocat allocation ion for practica practicall work work The recommen r ecommended ded teaching te aching times for f or all Diploma Programm Programme e courses cours es are 150 hours at SL and 240 hours hou rs at HL. Students at SL are required to spend 40 hours, and students at HL 60 hours, on practical activities (excluding time spent writing up work). These times include 10 hours for the group 4 project and 10 hours for the internal assessment investigation. (Only 2–3 hours of investigative work can be carried out after the deadline for submitting work to the moderator and still be counted in the total number of hours for the practical scheme of work.)
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The group group 4 project project
The group 4 project projec t is an interdisciplinary activit activityy in which whi ch all Diploma D iploma Programme Program me science students must mus t participate. The intention is that students from the different group 4 subjects analyse a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity. ac tivity. In most cases, students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school. Students studying environmental systems and societies are not required re quired to undertake the group 4 project. projec t.
Summary of the group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. Collaboration between schools in different regions is encouraged. The gro group up 4 proj ec ectt all allows ows stu studen dents ts to app apprec reciate iate the envi ronm ent ental, al, soc social ial and eth ethica icall imp lic licatio atio ns of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation. The choice of scientific or technological topic is open but the project p roject should clearly address aims 7, 7, 8 and 10 of the SEHS subject guide. Ideally, the project should involve students collaborating with those from other group 4 subjects at all stages. To this end, it is not necessary for the topic chosen to have clearly identifiable separate subject components. However, for logistical reasons, some schools may prefer a separate subject “action” phase (see the following “Project stages” section).
Project stages The 10 hours allocated alloc ated to the group 4 project, which are part par t of the teaching time set se t aside for developing develop ing the practical scheme of work, can be divided into three stages: planning, action and evaluation.
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Planning This stage is crucial to the whole exercise and should last about two hours. •
The planning stage could consist of a single session, or two or three shorter ones.
•
This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information.
•
The topic can be chosen by the students themselves or selected by the teachers.
•
Where large numbers of students are involved, it may be advisable to have more than one mixedsubject group.
After selecting a topic or issue, the activities to be carried out must be clearly defined before moving from the planning stage to the action and evaluation stages. A possible strategy is that students define specific tasks for themselves, either individually or as members of groups, and investigate various aspects aspects of the chosen topic. At this stage, if the project is to be experimentally based, apparatus should be specified so that there is no delay in carrying out the action stage. Contact with other schools, if a joint venture has been agreed, is an important impor tant consideration at this time.
Action This stage should last around six hours and may be carried out over one or two weeks we eks in normal scheduled sch eduled class time. Alternatively, a whole day could be set aside if, for example, exampl e, the project involves fieldwork. fieldwork . •
Students should investigate the topic in mixed-subject groups or single-subject groups.
•
There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed-/single-subject group. During this stage, in any practically based activity, it is important to pay p ay attention to safety, ethical and environmental considerations.
Note: Students Note: Students studying two group 4 subjects are not required to do two separate action phases.
Evaluation The emphasis during this stage, s tage, for which w hich two hours h ours are a re probably prob ably necessa necessary, ry, is on students stu dents sharing their findings, both successes and failures, with other students. How this is achieved can be decided by the teachers, the students or jointly. •
One solution is to devote a morning, afternoon or evening to a symposium where all the students, as individuals or as groups, give brief presentations.
•
Alternatively, the presentation could be more Alternatively, more informal informal and take the form of a science science fair where students circulate around displays summarizing the activities of each group.
The sympos symposium ium or science fair could c ould also a lso be b e attended at tended by parents, pa rents, membe rs of the school s chool board and the th e press. This would be especially pertinent if some issue of local importance has been researched. Some of the findings might influence the way the school interacts with its environment or local community.
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Addressing aims 7 and 8 Aim 7: “develop 7: “develop and apply 21 21st-century st-century communication skills in the study of science”. Aim 7 may be partly addressed at the planning stage by using electronic communication within and between schools. It may be that technology (for example, data logging, spreadsheets, databases and so on) will be used in the action phase and certainly in the presentation/evaluation stage (for example, use of digital images, presentation software, soft ware, websites, digital video and so on). Aim 8: “become 8: “become critically aware, as global citizens, of the ethical implications of using science and technology”.
Addressing the international dimension The re are also poss possibi ibiliti liti es in the cho choice ice of topi c to illu stra te the inte rnat rnation ional al natu nature re of the sci scienti enti fi ficc endeavour and the increasing cooperation required to tackle global issues involving science and technology. An alternative way to bring an international dimension to the project is to collaborate with a school in another region.
Types of project While addressing aims 7, 7, 8 and 10, the project must be based on science or its applications. The project may have a hands-on practical action phase or one involving purely theoretical aspects. It could be undertaken in a wide range of ways, such as: •
designing and carrying out a laboratory investigation or fieldwork
•
carrying out a comparative study (experimental or otherwise) in collaboration with another school
•
collating, manipulating and analysing data from other sources, such as scientific journals, environmental organizations, science and technology industries and government reports
•
designing and using a model or simulation
•
contributing to a long-term project organized by the school.
Logistical strategie s trategiess The logi logistica sticall organiz o rganiz ation of the t he group 4 projec p rojectt is ofte n a chall challenge enge to school s chools. s. T he follo following wing mode models ls illustrate possible ways in which the project may be implemented. Models A, B and C apply within a single school, and model D relates to a project involving collaboration between schools.
Model A: Mixed-subject groups and one topic Schools may adopt mixed-subject groups and choose one common topic. The number of groups will depend on the number of students.
Model B: Mixed-subject groups adopting more than one topic Schools with large numbers of students s tudents may choose to do more than one topic. topic .
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Model C: Single-subject groups For logistical reasons, some schools may opt for single-subject groups, with one or more topics in the action phase. This model is less desirable as it does not show the mixed-subject collaboration in which many scientists are involved.
Model D: Collaboration with another school
The collaborative model is open to any school. To To this end, the IB provides an electronic collaboration board on the OCC where schools can post their project ideas and invite collaboration from other schools. This could range from merely sharing evaluations for a common topic to a full-scale collaborative venture at all stages. For schools with few Diploma Programme students or schools with Diploma Programme course students, it is possible to work with non-Diploma Programme or non-group 4 students or undertake the project once every two years. However, these schools are encouraged to collaborate with another school. This strategy is also recommended for individual students who may not have participated in the project, for example, through illness or because they have transferred to a new n ew school where the project has already taken place.
Timing Timin g The 10 hours ho urs that the IB recommends be allocated allo cated to the project proje ct may be spread sprea d over a number of o f week s. The distribution distri bution of these hours hour s needs to be taken into account when select selecting ing the optimum time to carry carr y out the project. However, it is possible for a group to dedicate a period of time exclusively to project work if all/most other schoolwork is suspended.
Year 1 In the first year, students’ experience and skills may be limited and it would be inadvisable to start the project too soon in the course. However, doing the project in the final part of the first year may have the advantage of reducing pressure on students later on. This strategy provides time for solving unexpected problems.
Year 1–Year 2 The planning p lanning stage could start, st art, the topic top ic could be decided de cided upon, and provisional provisi onal discussion disc ussion in individual subjects could take place at the end of the first year. Students could then use the vacation time to think about how they are going to tackle the project and would be ready to start work early in the second year.
Year 2 Delaying the start of the project until some point in the second year, year, particularly if lef t too late, increases pressure on students in many ways: the schedule for finishing the work is much tighter than for the other options; the illness of any student or unexpected problems will present extra difficulties. Nevertheless, this choice does mean students know one another and their teachers by this time, have probably become accustomed to working in a team and will be more experienced in the relevant fields than in the first year.
Combined SL and HL Where circumstances dictate that the project is only carried out every two years, HL beginners and more experienced SL students can be combined.
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Selecting a topic Students may choose the topic, or propose possible topics, and the teacher then decides which one is the most viable based on resources, staff availabili availability ty and so on. Alternatively, Alternatively, the teacher select s the topic or proposes several topics from which students make m ake a choice.
Student selection Students are likely to display more enthusiasm and feel a greater sense of ownership for a topic that they have chosen themselves. A possible strategy for student selection of a topic, which also includes part of the planning stage, is outlined here. At this point, subject teachers may provide advice on the viability of proposed topics. •
Identify possible topics by using a questionnaire or a survey of students.
•
Conduct an initial “brainstorming” session of potential topics or issues.
•
Discuss, briefly, two or three topics that seem interesting.
•
Select one topic by consensus.
•
Students make a list of potential investigations that could be carried out. All students then discuss issues such as possible overlap and collaborative investigations.
A reflective reflec tive statement written by each student on their involvement in the group 4 project must be included on the coversheet for each internal assessment investigation. See Handbook of procedures for the Diploma Programme for Programme for more details.
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Glossary of command terms
Command terms for SEHS Students should be familiar with the following key terms and phrases used in examination e xamination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct direc t students to present an argument in a specific way.
Assessment objective 1 Define
Give the precise meaning of a word, phrase, concept or physical quantity.
Draw
Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or a smooth curve.
Label
Add labels to a diagram.
List
Give a sequence of brief answers with no explanation.
Measure
Obtain a value for a quantity.
State
Give a specific name, value or other brief answer without explanation or calculation.
Assessment objective 2 Annotate
Add brief notes to a diagram or graph.
Apply
Use an idea, equation, principle, theory or law in relation to a given problem or issue.
Calculate
Obtain a numerical answer showing the relevant stages in the working.
Describe
Give a detailed account.
Distinguish
Make clear the differences between two or more concepts or items.
Estimate
Obtain an approximate value.
Identify
Provide an answer from a number of possibilities.
Outline
Give a brief account or summary.
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Glossary of command terms
Assessment objective 3 Analyse
Break down in order to bring out the essential elements or structure.
Comment
Give a judgment based on a given statement or result of a calculation.
Compare
Give an account of similarities between betwe en two (or more) items or situations, referring to both (all) of them throughout.
Compare and Contrast
Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct
Display information in a diagrammatic or logical form.
Deduce
Reach a conclusion from the information given.
Derive
Manipulate a mathematical relationship to give a new equation or relationship.
Design
Produce a plan, simulation or model.
Determine
Obtain the only possible answer.
Discuss
Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate
Make an appraisal by weighing up the strengths and limitations.
Explain
Give a detailed account including reasons or causes.
Predict
Give an expected result.
Show
Give the steps in a calculation calc ulation or derivation.
Sketch
Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Solve
Obtain the answer(s) using algebraic and/or numerical and/or and /or graphical methods.
Suggest
Propose a solution, hypothesis or other possible answer.
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Bibliography
This bibliography bibli ography lists list s the principal p rincipal works wor ks used use d to inform the curriculum curricu lum review. It is not an exhaustive list and does not include all the literature available: judicious selection was made in order to better advise and guide teachers. This bibliography is not a list of recommended textbooks. Davis, R, Roscoe, J and Philips, R. 2005. Physical Education and the Study of Sport (fifth (fifth edition edition). ). London, UK. Mosby. Fox, S. 1999. Human Physiology . Boston, Massachusetts, USA. WCB/McGraw-Hill. Lumpkin, A. 2014. Introduction to Physical Education, Exercise Science and Sports Studies (ninth Studies (ninth edition). New York, USA. McGraw-Hill. McArdle, WD, Katch, FI and Katch, VL. 2015. Exercise Physiology Physiology.. Nutrition, Energy and Human Performance Performance (eighth edition). Baltimore, Maryland, USA. Wolters Kluwer Health. Rhoton, J. 2010. Science Education Leadership: Best Practices for the New Century . Arlington, Virginia, USA. National Science Teachers Association Press. Weinberg, RS, Gould, D. 2003. Foundations of Sport and Exercise Psychology (third (third edition). Champaign, Illinois, USA. Human Kinetics.
